An experience report on the use of Active Learning in Empirical Software Engineering Education: Understanding the pros and cons from the student’s perspective

Abstract

Context: Recent years have witnessed a noteworthy surge in the emphasis on research and practice in Empirical Software Engineering (ESE). However, teaching this discipline through traditional pedagogical methods presents a challenge. Students typically acquire theories and concepts through lectures or expository classes but have limited opportunities to apply this knowledge. Goal: This report aims to share our experiences with the instructional process, using the Active Learning approach within the context of ESE education. Method: We describe an ESE course that was taught using active methodology principles. At the end of the course, we conducted a personal opinion survey to gather students’ feedback. Results: The findings indicated that Active Learning principles can offer several advantages in ESE education. These include improved comprehension of course material, better retention of knowledge gained during classes, and enhanced preparation for involvement in scientific research. Conclusion: This experience provides insights into incorporating active learning principles into an ESE course. We also discuss lessons learned and suggest areas for improvement in future ESE courses.