Abstract:

This article aims to understand the role of active learning and assessment methodologies in the course unit "Database 1" of the Computer Engineering program at the Polytechnic Institute of Beja, and their impact on the training of future professionals in the 21st century. Active learning methodologies are gaining more and more prominence as they place the student at the center of the learning process, which involves "active involvement of students in the acquisition of knowledge, skills, and attitudes" (Hurd, 2000), bridging the gap between academic and professional training. The main objective was to analyze whether the use of active learning methodologies would lead to better results for students. It should be noted that the traditional learning method, where concepts were presented and exercises were performed on the board and/or on the computer while students took notes in their notebooks or computers, was applied in this course unit for years. However, this learning model is not aligned with the objectives and competencies required in the 21st century (Mundial, 2015), (LaPierre, 2018). Therefore, changes were needed in the teaching approach. According to (Bull & Kay, 2010), open learning models allow students to have greater control over their learning, promote metacognitive activities such as reflection, and encourage collaborative interactions among groups of students. Consequently, the decision was made to apply the "Flipped Learning" teaching methodology, which is student-centered and seeks to maximize content learning and retention (Nederveld & Berge, 2015), as well as the Project-Led Education (PLE) methodology, which promotes teamwork, creativity, and initiative, among other skills (Powell, Powell, & Weenk, 2003). With the selected methodologies defined, it was necessary to modify the assessment methodology of the course unit. The evaluation process now included different assessment moments throughout the semester. After completing various mini-projects developed in groups, mini-tests, a final test, and a final project carried out by groups of 2 students in a classroom context lasting approximately 5 hours, all the mini-projects aimed to prepare the students for the final project. The total number of students who participated in this study was 240, divided into three consecutive academic years: 2020/2021, 2021/2022, and 2022/2023. The groups were formed without any intervention from the teacher. Through direct observation, the teacher concluded that the groups were formed based on emotional coefficient, students living in the same area, gaming affinities, sports club affinities, emotional relationships, among other factors. To have comparative results, information was collected from the academic years 2017/2018, 2018/2019, and 2019/2020, totaling 211 students. Data analysis revealed that the success rate was higher when active learning methodologies and the new assessment approach were applied. However, the workload for the teacher increased significantly, as the requirement for immediate feedback brought about this additional burden, among other aspects. At the end of the semester, a survey was conducted among the students, who considered the learning process to be more interesting, dynamic, and stimulating with both methodologies, given that the work was developed in groups, which favored idea sharing, task division, mutual assistance, and collective involvement.

Keywords:

Active Methodologies, Higher Education.