Abstract:

This study examines undergraduate student preferences for teaching modalities in two sequential database courses: Introduction to Database (CMPT291) and Advanced Database (CMPT391). As technology continues to reshape higher education, it is essential to understand how students engage with in-person, online, and blended learning environments to design effective instruction in technical subjects.

Using a quantitative survey administered to students enrolled in CMPT391, all of whom had previously completed CMPT291 with the same instructor, the study explores how factors such as course sequencing, knowledge retention, and material review influence preferred learning formats across specific database topics.

Students were asked to evaluate their learning preferences for foundational topics in CMPT291—such as SQL, entity-relationship modelling, and normalization—and advanced topics in CMPT391, including query processing, optimization, transaction management, concurrency control, data analysis, information retrieval, and research presentations. The survey included additional questions about preferences for project structure, group work, and assessment styles. For instance, one item asked students whether they “reviewed any materials from the Introduction to Database course before starting the Advanced Database course,” allowing for an analysis of preparation habits and their impact on modality choice.

The findings reveal a consistent preference for in-person learning in introductory topics, where students benefit from direct interaction and immediate feedback. In contrast, advanced topics show a more balanced distribution, with many students favoring online learning when they feel confident in their foundational knowledge. The time gap between completing CMPT291 and beginning CMPT391 emerged as a key factor: shorter gaps were associated with stronger knowledge retention and greater openness to online learning, while longer gaps increased reliance on in-person instruction. Moreover, students who reviewed lecture notes, assignments, or project materials before the advanced course were more likely to prefer online modalities, suggesting that preparation enhances readiness for self-directed learning.

Beyond modality preferences, students expressed clear opinions on course design. Many favored multiple mini-projects in CMPT291 but were more open to a single milestone-based project in CMPT391. A strong preference for demonstration-based assessment was also observed, with students valuing opportunities to discuss their work directly with the instructor.

Overall, the study highlights the importance of aligning teaching modalities with students’ prior preparation, course timing, and topic complexity. The results suggest that strategic scheduling, structured review opportunities, and flexible integration of modalities can enhance learning effectiveness in database education. These insights support the development of evidence-informed instructional practices that better accommodate diverse learner needs in technical curricula.

Keywords:

Undergraduate Education, Database courses, Technology, teaching modalities.