Competitive and Collaborative Approach Towards a More Effective Education in Computer Science

Abstract

To provide computer scientists with good materials and interesting topics in a class does not necessarily mean that their education is of a high quality, students need to be motivated and evolve skills needed in a real-life employment. Social skills, teamwork, collaboration and competition are valuable aspects they should know in other to become professionals. This paper presents a study with intention to improve education of computer science students in employment-like environments. The study utilizes experience with competitive and collaborative learning in education and Programming Olympiads. Multiple methodological aspects are applied and discussed with regard to students’ evaluation. The results show increased student motivation and interest in the course, which produces larger workload in the class.

Keywords

• Competitive learning, Collaborative learning, Pace environment, Computer Science Education

References

1. ACM International Collegiate Programming Contest (2011). Competition for computer scientists. http://cm.baylor.edu/
2. Anido, R. O. & Menderico, R. M. (2007). Brazilian Olympiad in Informatics. Olympiads in Informatics (Vol. 1, pp. 5-14). Vilnius: Institute of Mathematics and Informatics.
3. Association for Computing Machinery (ACM) (2011). http://acm.org/
4. Attle, S. & Baker, B. (2007). Cooperative learning in a competitive environment: Classroom international. Journal of Teaching and Learning in Higher Education Applications, 19(1), 77- 83.
5. Bass, L., Clements, P., & Kazman, R. (1998). Software architecture in practice. Boston, MA: Addison-Wesley.
6. Carruccio, E. (2006). Mathematics and logic in history and in contemporary thought. Piscataway, NJ: Aldine Transaction.
7. Coakley, J. J. (1997). Sport in society: Issues and controversies (6th ed.). Irwin, CA: McGraw-Hill.
8. Collaborative Learning Institute (CLI). (2011). http://cm.baylor.edu/ICPCWiki/Wiki.jsp?page= CLI%20Schedule%20version%201

9. Fowler, M. (2002). Patterns of enterprise application architecture. Boston, MA: Addison-Wesley.
10. Gamma, E., Helm, R., Johnson, R., & Vlissides, J. M. (1995). Design patterns: Elements of reusable object-oriented software. Boston, MA: Addison-Wesley.
11. Davis, B. G. (1993). Tools for Teaching. San Francisco, Jossey-Bass. http://teaching.berkeley.edu/ bgd/collaborative.html
12. Indian Computing Olympiad. (2011). http://www.iarcs.org.in/inoi/
13. Johnson, D.W. & Johnson R.T. (1994). An overview of cooperative learning. In J.Thousand, A. Villa, & A. Nevin (Eds), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp.31-43). Baltimore, MD: Paul H. Brookes.
14. Kacer, M., Mannova, B., & Stoklasa, J. (2010). Rationalization and objectification of programming teaching. In E. Verdou, R. M. Lorenzo, M. A. Revilla, & L. M. Regueras,L. M. (Eds.). A new learning paradigm: Competition supported by technology (pp.235-250). Madrid: Sello.
15. Kolawole, E. B. (2008). Effects of competitive and cooperative learning strategies on academic Performance of Nigerian students in mathematics. Educational Research and Review, 3(1), 33-037.
16. Larman, C. (2004). Applying UML and patterns: An introduction to object-oriented analysis and design and iterative development (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
17. Michaelson, L. K., Arletta B. K., & Fink, L. D. (Eds.). (2004). Team-based learning: A transformative use of small groups in college teaching. Stirling, VA: Stylus.
18. Morgan, B. (2003). Cooperative learning in higher education: Undergraduate student reflections on group examinations for group grades. College Student Journal, 37(1), 40-50.
19. Sipser, M. (2005). Introduction to the theory of computation, (2nd ed.). Stamford, CT: Thomson.
20. The British Informatics Olympiad. (2011). http://www.olympiad.org.uk/
21. Verdou, E., Lorenzo, R. M., Revilla, M. A., & Regueras,L. M. (Eds.) (2010). A new learning paradigm: Competition supported by technology. Madrid: Sello.
22. Correspondence: Tomas Cerny, Department of Computer Science and Engineering, Czech
23. Technical University in Prague, Charles Square 13, 121 35 Prague 2, CZ.