Transdisciplinarity and Team-Based Learning: Strategies for an Introductory Programming Course

Abstract

Contribution: Team-based learning (TBL) with a transdisciplinary (TD) approach is applied in one introductory programming course with different cohorts. The approach reduces the failure rate in the course. In addition, the approach helped students understand the application of programming to different engineering professional areas. Background: Programming courses in engineering develop abilities required for professional practice, such as applying concepts to solve complex problems using critical thinking analysis. However, a considerable body of research shows that these courses have significant failure rates because students perceive a high complexity in the topics. Different studies show the effectiveness of using active learning methods such as TBL to improve student performance and perception of the course. Nonetheless, there are few studies regarding active learning with TD in programming courses. Intended Outcomes: The use of TBL with a TD approach can improve student performance through teamwork and discussions including different perspectives. Application Design: The method creates teams of students from different programs and assigns real-life problems related to diverse engineering disciplines. Findings: TBL with TD allows for improving student performance and decreases failure rates. Additionally, a survey shows that students favor the methodology and are committed to developing different activities that integrate several areas of knowledge. Furthermore, the method allows students to visualize the usefulness of the course concepts in their professional field. The students also favor the dynamics of the class and the teamwork.