Professional Documents
Culture Documents
Experiential and HandsOn Learning Expectations Versus Reality
Anna Beck
Northeastern University guarantees all students an experience of a lifetime that they cannot
encounter elsewhere. Offering 175 majors throughout eight colleges to their students [1], the
faculty and staff guarantee what is taught in the classroom will be integrated in the real world.
Real experience from a student, however, speaks louder than the advertised product by
Northeastern which is the consistent assurance that their experiential learning program will help
College of Engineering and the Khoury College of Computer Science, beginning to pursue a
double major and hoping to receive a Bachelor’s Degree in Computer Engineering and Computer
Science, I believe that my personal experience in classes so far somewhat defies the claims made
be specifically beneficial for their future.
to be used on a coop, which I plan on completing in the spring of 2020. The experiences I had
be prepared for a coop and as of now, one semester away, I do not feel ready at all. The class
that impacted me the most this year was Fundamentals of Computer Science I. Many aspects of
the class did not appear to be beneficial to learning and the future of my career but viewing the
2
techniques were used.
method in which students are randomly assigned to each other and must meet outside of class to
for many hours each week and complete a coding assignment. The issue with this technique is
that schedules did not align and it was difficult to meet outside of class. Although I do not agree
with the concept of “partner coding,” theorist Robert Zajonc provides a reasonable explanation
as to why this method could be beneficial in all levels of computer science classes. Based on
Zajonc’s theory of social facilitation, tasks are completed more efficiently when in groups of
people, or in this case, with partners [2]. Social facilitation is the improvement of quality a
person will demonstrate on an assignment or doing any activity when other people are present.
This is due to the competitiveness that humans have to be the greatest, which can be related to
Charles Darwin’s claim that the fittest will survive [3]. In the case of coding, when people are
working in groups, they will be more motivated to reach the end goal, which is a functioning
code.
On the other hand, another psychological concept completely contrasts with social
facilitation, called social loafing, which will produce the opposite results and be a detriment to
experiment focusing on a tugofwar game. Results showed that people seemed to pull the rope
with less power when they were in a large group, rather than when they were alone. Thus, the
term social loafing was coined, which generalizes to the definition that people can tend to exert
3
less effort in a group situation than they would if they were alone because they expect other
prevalent than social facilitation. I was paired with partners who expected all of the work to be
done by other people. They had a mindset that I would get all of the work done, because it
impacted my grade, which was true, but completing double or triple the amount of work that I
was supposed to do was merely impossible while balancing coding with the work in other
classes.
While narrowing down on colleges during the winter of my senior year, one of the
important aspects of my decision was to be enrolled in small classes, which Northeastern
ratio of 8:1. I find this almost impossible to believe, as I have taken eight classes so far, with only
one under twenty students. My other classes are mainly large lectures with over 75 students
the topic of the course. A reason that the department may have chosen to implement lectures
instead of additional handson learning labs is because of the theory of objectivism, which is
proved beneficial in many ways. This theory was created by theorist Ayn Rand [5].In an article
about objectivism, it is written that, “In a traditional situation of teaching and learning, the
teacher transmits his knowledge of the subject (or, the knowledge he considers relevant) as an
the students acquire the knowledge offered without communicating with each other” (Hoenke)
4
limits the students from interacting with each other, discussing ideas and having the handson
experience they signed up for. This approach favors the group, which is beneficial for a large
university, which focuses more on the students as a group and less as an individual, aiming to
educate as many students with as few professors as possible to maximize profits because after
all, it is a business.
On the contrary, using the more favorable constructivist approach, originating from
psychological theorist Jean Piaget, many more reasons are present that any type of lecturing is
not beneficial for the set up of this course [6]. Constructivism is the opposite of objectivism,
Lectures require students to divide their attention between what the professor is saying and the
recording of the material in their notebook or on their laptop. Based on neurological studies, the
brain is capable of encoding and retrieving information. When attention is divided between
is negatively affected and will ultimately fail when retrieval of the information attempted [8].
Myaving computer science professor expected us to write down all of our own notes and do
on problems and did not provide us sufficient time for their completion. A graded handson
Although there were labs in the course (once a week for an hour and a half), they were hard and
most students did not have the prior knowledge from their lectures to successfully complete
them. Since the labs were ungraded, students knew it did not matter if they completed them.
Technically, no graded handson experience was integrated into the course itself, causing
5
students to fall behind. Giving a group of nineteen year olds a complex assignment and telling
them they are not going to be graded will result in a lack of effort put forth into them. When
students walk into lab every Friday, they experience learned helplessness, the mindset that they
will not be able to complete the assignment after repeated failure.
essentially learning a new language was done with good intentions but ultimately failed. The
belief that partner based projects would result in social facilitation did not end up happening
when social loafing occurred instead within the groups. Using an objectivist approach of
lecturing and a constructivist approach of incorporating labs have good intentions behind them,
but did not prove beneficial in the real world.
6
References
[1] Northeastern University, “At a Glance,” northeastern.edu, [Online]. Available: http://www.
northeastern.edu/foundationyear/about/glance.html . [Accessed May 7, 2019].
[2] Currie, Denise and Moreau, Jen, "Social Facilitation: Drive Theory, Evaluation
Apprehension, Distraction Conflict." scienceaid.net [Online]. Avaliable: https://scienceaid
.net/psychology/social/facilitation.html . [Accessed May 8, 2019].
[3] Ukezono, Masatoshi and Takano, Yusi and Nakashima, Satoshi F, “The combination of
perception of other individuals and exogenous manipulation of arousal enhances social
facilitation as an aftereffect: reexamination of Zajonc’s drive theory,” ncbi.nlm.nih.gov,
[Online]. Available: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4423469/ . [Accessed
May 8, 2019].
[4] Shrethsa, Praveen, “Social Loafing,” psychestudy.com, [Online]. Available:
https://www.psychestudy.com/social/socialloafing . [Accessed May 8, 2019].
[5] Hoenke, Karen, “Objectivism in Philosophy and Teaching Methodology,”
fb06.unimainz.de, [Online]. Available: http://www.fb06.unimainz.de/user/kiraly/English/g
ruppe1/grundlagen_objektivismus.html . [Accessed May 9, 2019].
[6] Educational Broadcast Corporation, “What is constructivism?” thirteen.org, [Online].
Available: https://www.thirteen.org/edonline/concept2class/constructivism/index.html .
[Accessed May 6, 2019].
[7] NDT Resource Center, “Teaching with the Constructivist Learning Theory,” ndeed.org ,
[Online]. Available: https://www.ndeed.org/TeachingResources/ClassroomTips/Construc
tivist%20 _Learning.htm . [Accessed May 7, 2019].
7
[8] Bjork, Robert A and deWinstanely Patricia Ann, “Successful Lecturing: Presenting
Information in Ways That Engage Effective Processing,” ucf.edu, [Online]. Available:
https://undergrad.ucf.edu/whatsnext/wpcontent/uploads/2016/03/SuccessfulLecturing.pd
f . [Accessed May 7, 2019].