Research-based learning in computing courses for senior engineering students

Abstract

This paper reports on the experience and lessons learned from introducing a constructivist inquiry-based learning (IBL) in advanced computing courses. The paper describes an iterative problem-centric process and gives details on its activities, procedures, assessment methods, and related management aspects. Research-based projects are one of the IBL practices that are particularly suitable for higher education. Research-based IBL has been conducted in two different higher education contexts; at the University of Waterloo and at Qatar University. Measurement data provides information relative to the strengths and weaknesses of the adopted methodology in satisfying the pedagogical objectives being addressed in the paper.