In at the Deep End: The Introduction of Student-Led Seminars in a Computing Curriculum
Abstract
The author evaluated a set of seminars run by three cohorts of final-year undergraduates. He used a combination of qualitative and quantitative information to identify and discuss areas of success and concern. The evaluation showed that students who participated actively in the seminars averaged significantly higher final examination scores than those who participated passively or did not attend. The author outlines his ideas for enhancing the learning process and ensuring that students who are less capable or less inclined to participate also are supported in their learning.
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