Pedagogical Experiences in a Highly Populated Undergraduate Programming Course: Teaching How to Develop Medium Size Information Systems

TLDR: A decentralized form of organization of the teaching staff is proposed and it is shown how this makes a difference to make better use of the resources and lowering the drop-out rates and increasing the approval rates.

Abstract: Teaching how to develop medium size information systems in courses with high matriculation rates is a complex task. In Latin America this is an important issue because, due to high matriculation rates and scarce resources, Schools of Engineering have, in general, very low graduation rates and high drop-out rates. This paper presents the experiences of a team of teachers, during a period of eight years. Two strategies were proposed to cope with high drop-out and low graduation rates, and they were implemented and analyzed in two stages. At the initial stage, key roles were defined for each of the members of the teaching staff, focusing on programming assignments and the development and usage of e-learning support systems, such as a course web page and a newsgroup list. At the second stage the main goal was to consolidate the results from the previous stage, but also to make the contents on-line evolve, in order to improve the communication with students and among them. In this second stage it was also important to address the problem of high drop-out/abandon rates, trying to find out the causes and reduce their effect. This work proposes a decentralized form of organization of the teaching staff and shows how this makes a difference to make better use of the resources. It also shows that practical work on a project and the transformation to a semi-distance learning course had the effect of lowering the drop-out rates and increasing the approval rates. Finally this experience and the results have an inspiring effect on teachers and educational institutions to improve courses with similar characteristics.