Abstract:

We applied Teachback pedagogical approach combined with problem solving in an Informatics Project Management course of our IT program to improve learning. Teachback technique is widely used in patient education but have not been adopted in undergraduate learning. Teachback is a simple, yet effective communication technique which doctors and nurses use when giving instructions to (often elderly) patients. Adopting this technique, an instruction is explained (teaching) by one (a teacher) and is demonstrated by the other (a student) of correct understanding by repeating (teaching-back) what is understood. The learning is augmented by cooperative problem-solving exercises in class. Each lesson of a course was covered in two face-to-face sessions (meetings): a teachback session and a problem-solving session. The important concepts are presented to students in advance through pre-recorded lecture videos and reading materials posted on D2L which students are expected to go over prior to coming to class. Students did group presentation (teachback) on the topic of what they learned in class. Teach-back also occured within the group when the groups were interacting and studying together and preparing for presentation. Records of teach-back were kept in logs to ensure teach-back occured within groups. We used problem-solving worksheet that ensured that learning was taking place as intended. To evaluate the effectiveness of our teachback approach, we compared the performance of students who received teachback activities with those who did not. We measured learning outcomes using pre- and post-course assessments, including quizzes, exams, and coding assignments. We also collected qualitative feedback from students through surveys to gain insights into their learning experiences. Our findings showed that students who participated in teachback activities demonstrated better learning outcomes than those who did not. Specifically, they scored higher on the post-course assessments, were better able to explain the concepts and demonstrated improved problem-solving skills. Moreover, students who participated in teachback activities reported feeling more engaged and motivated to learn and felt that the approach improved their communication skills and confidence in explaining complex concepts. Overall, our study provided evidence that teachback pedagogy is an effective method for enhancing learning outcomes in an informatics course.

Keywords:

Teachback pedagogy, informatics education, active learning, communication, engagement, learning outcomes.