Interactive notebooks for achieving learning outcomes in a graduate course: a pedagogical approach

• Published in: Education and information technologies Vol. 28; no. 12; pp. 16669 - 16704
• Main Authors: Amoudi, Ghada, Tbaishat, Dina
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.12.2023; Springer; Springer Nature B.V
• Subjects: Classroom Environment; College Faculty; Comparative analysis; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Concept Formation; Course Objectives; Education; Educational Facilities Improvement; Educational objectives; Educational Strategies; Educational Technology; Evaluative Thinking; Experiential Learning; Females; Graduate Students; Graduate studies; Influence of Technology; Information Systems Applications (incl.Internet); Information Technology; Learner Engagement; Learning Experience; Literature Reviews; Mathematical Concepts; Methods; Network Analysis; Open Source Technology; Outcomes of Education; Pedagogy; Programming; Programming Languages; Qualitative Research; Research Problems; Scientific Research; Skill Development; Social network analysis; Social Networks; Social Studies; Student Attitudes; Surveys; Teaching Methods; User Interfaces and Human Computer Interaction; Qualitative research; Learning outcomes; Interactive notebooks; Teaching strategies; Learning objectives
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-023-11854-x

Social network analysis involves delicate and sophisticated mathematical concepts which are abstract and challenging to acquire by traditional methods. Many studies show that female students perform poorly in computer science-related courses compared to male students. To address these issues, this research investigates the impact of employing a web-based interactive programming tool, Jupyter notebooks, on supporting deeper conceptual understanding and, therefore, better attainment levels of the course learning outcomes in a female setting. The work also highlights the overall experience and enjoyment this tool brought to the classroom. Document analysis and questionnaire were used as data collection methods. A mixed approach was applied, mid-term exam documents were investigated qualitatively, and the questionnaire was analyzed quantitatively. Our results showed that most students correctly perceived the learning outcomes and knowledge introduced within the Jupyter environment. Moreover, the interactive nature of Jupyter enhanced engagement and brought enjoyment to the learning experience.