June 23, 2013
June 23, 2013
June 26, 2013
NSF Grantees Poster Session
23.463.1 - 23.463.11
Effective Collaborative Inquiry-based Learning in Undergraduate Computer Networking CurriculumIn 2010, California State University Los Angeles (CSULA) received a CCLI grant from NSF toexplore a good solution to incorporate collaborative project-based and inquiry-based learning inundergraduate computer networking curriculum. The project goals include: 1) Establish a cyber-infrastructure to enable remote learning which significantly improve the learning efficiency ofstudents on a commuter campus; 2) Foster students’ hands-on design and implementation skillsin networking field; 3) Improve teaching and learning efficiency by integrating project-based andinquiry-based learning pedagogy. During the past two years, an effective infrastructure has beenbuilt to support various online collaborative learning activities; and our proposed teachingstrategies have been continuously improved to meet the needs of a diversified student body. Theon-going project assessment shows that project-based and inquiry-based learning in networkingclasses has generated positive impact on students’ mastery of related course concepts.Particularly, students working collaboratively in a well-established team environment tend tohave a higher satisfaction in their learning and can better achieve the learning outcomes. Some ofthe assessment data were presented in ASEE conference last year.In this paper, we focus to answer one question “How to effectively incorporate collaborativeinquiry-based learning in undergraduate computer networking curriculum”. First of all, the paperintroduces a general framework derived from our best practice for integrating inquiry-basedlearning into the classroom that can be applied to any engineering course. Next, effectiveteaching strategies to implement the above-mentioned framework, such as how to balancebetween theory and hands-on activities; how to seamlessly integrate inquiry-based learning intorigorous curriculum; and how to ensure student learning in open-ended inquiry-based activities,will be presented. Concrete examples will be provided to show how to design inquiry-basedprojects for representative undergraduate networking topics and how to conduct them inclassroom to enhance the learning of students from minority groups. The paper will also sharethe lessons learned through our teaching practice and project assessment, and highlight Dos andDon’ts for educators who are interested in incorporating inquiry-based learning strategy in theirteaching.
Dong, J., & Guo, H. (2013, June), Effective Collaborative Inquiry-based Learning in Undergraduate Computer Networking Curriculum Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19477
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