CollabProg: Collaborative Web Platform to Support Instructors in the Adoption of Active Methodologies in Programming Education

Abstract

Background: Teaching programming is a challenging task, as it requires instructors to guide students in developing complex skills such as real-world abstraction, problem-solving, and logical reasoning. However, the traditional teaching approach is often ineffective in achieving these objectives. Evidence suggests that Active Learning Methodologies (ALMs) can provide a more conducive environment for skill and competency development. Nonetheless, instructors’ adoption rate of ALMs remains relatively low due to various barriers and factors, particularly in programming education. Goal: The objective of this doctoral thesis is to support instructors in adopting active learning strategies in programming education. To achieve this goal, the research was guided by the Design Science Research (DSR) methodology, which enabled the definition of the research problem as well as the development, evaluation, and evolution of an artifact. Method: The DSR approach is an iterative process composed of three interconnected cycles: the Relevance Cycle, the Design Cycle, and the Rigor Cycle. During the Relevance Cycle, an analysis of the feasibility of the research topic was conducted. To this end, a Systematic Literature Mapping was carried out to understand the main challenges faced by instructors in adopting ALMs in programming education, as well as to identify the ALMs currently used by teachers to support this discipline. Furthermore, exploratory experimental studies were conducted to deepen the understanding of the ALMs identified in the literature from the instructors’ perspective. The Design Cycle enabled the development, evaluation, and evolution of an artifact, which in this case is a repository called CollabProg (CollabProg: An Open Collaborative Repository to Support the Adoption of Active Methodologies in Programming Education). CollabProg provides specific guidelines to assist instructors in applying ALMs, as well as helping them identify the ALMs best suited to their teaching context. To evaluate and improve CollabProg, two design cycles were conducted in different educational institutions to assess its use and acceptance. The results showed that CollabProg effectively supported instructors in adopting ALMs in programming education, contributing to overcoming some of the barriers they face and reaching a maturity level suitable for adoption by other educators. Finally, the Rigor Cycle focused primarily on the generation and use of knowledge. The main foundations involve knowledge about programming education, the identified ALMs that support this process, the Systematic Literature Mapping, the experimental studies conducted, as well as the qualitative and quantitative analyses carried out during the research. Findings: Regarding knowledge generation, the main contribution to the knowledge base is CollabProg itself an innovative open repository that assists instructors in identifying the most appropriate ALMs for their specific teaching contexts in programming education. Additionally, the following contributions are noteworthy: (i) the process of using CollabProg in real-world settings, which serves as a reference for other instructors; (ii) the research conducted for the repository’s development; (iii) the set of ALMs applicable to programming education; (iv) key considerations for implementing these strategies; and (v) the knowledge derived from analyzing the impact of these methodologies on the programming teaching process. Evidence demonstrates that CollabProg effectively supports instructors in adopting ALMs while identifying limitations and opportunities for improvement. It was also found that the repository helps instructors select the most suitable ALMs tailored to their teaching context and specific classroom needs. The guidelines provided by CollabProg proved to be useful and highly practical for lesson planning involving these methodologies. Implications: The adoption of CollabProg highlights the critical importance of implementing effective support strategies for instructors teaching programming, especially to enhance student engagement and motivation. Given the complexity of programming concepts, providing educators with tools that facilitate the selection and application of active learning methodologies is essential. This need becomes even more pronounced in collaborative learning environments where social interaction and peer engagement play a pivotal role in the learning process. CollabProg’s adaptability and comprehensive support for diverse teaching contexts, including collaborative settings, constitute a key factor in promoting successful instructional practices and improving learning outcomes.