Interactive notebooks for achieving learning outcomes in a graduate course: a pedagogical approach

Document Type

Article

Source of Publication

Education and Information Technologies

Publication Date

1-1-2023

Abstract

Social network analysis involves delicate and sophisticated mathematical concepts which are abstract and challenging to acquire by traditional methods. Many studies show that female students perform poorly in computer science-related courses compared to male students. To address these issues, this research investigates the impact of employing a web-based interactive programming tool, Jupyter notebooks, on supporting deeper conceptual understanding and, therefore, better attainment levels of the course learning outcomes in a female setting. The work also highlights the overall experience and enjoyment this tool brought to the classroom. Document analysis and questionnaire were used as data collection methods. A mixed approach was applied, mid-term exam documents were investigated qualitatively, and the questionnaire was analyzed quantitatively. Our results showed that most students correctly perceived the learning outcomes and knowledge introduced within the Jupyter environment. Moreover, the interactive nature of Jupyter enhanced engagement and brought enjoyment to the learning experience.

ISSN

1360-2357

Publisher

Springer Science and Business Media LLC

Disciplines

Computer Sciences

Keywords

Interactive notebooks, Learning objectives, Learning outcomes, Qualitative research, Teaching strategies

Scopus ID

85159398811

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Bronze: This publication is openly available on the publisher’s website but without an open license

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