Examining faculty perceptions and approaches to problem solving, reflective learning and social learning in a computing education program: An exploratory case study

Abstract

This exploratory case study examined problem solving approaches across three computing education programs: computer science, information sciences and technologies and software engineering. Using an Experiential Learning Theory framework, faculty perceptions and approaches to problem solving and reflection and the nature of social learning in both classroom enactment and laboratory sessions for second-year undergraduate students were examined. Classroom and laboratory observations, in-depth interviews and course artifacts served as the main sources of data. Qualitative data analysis revealed three key findings: a) faculty perceptions and approaches to problem solving centered on modeling problem decomposition to break down larger problems into smaller steps or sub-problems, b) reflection was informally modeled by faculty during instruction, but primarily occurred internally for students and c) faculty noted the importance of collaboration in the workforce, yet perceived collaborative student work to be at odds with developing individual skillsets, leading to the predominance of informal rather than structured social learning. These findings have implications for faculty understanding of computing instruction related to problem solving, intentional strategies that promote student reflections of their learning processes and importantly, how social learning is conceptualized and enacted in computing. In addition, the study also had implications for how computing faculty are currently preparing students for transition to workforce demands.