Active learning methodologies have been widely reported to improve academic performance in STEM education. This paper presents a case study on the implementation of a combination of such methodologies in a college course devoted to computer networking fundamentals. The study begins in 2018, when the course was taught in a traditional manner, namely through lectures and written exams. From that point onward, different active learning methodologies were gradually introduced in both teaching and assessment, leading to an overall enhancement of academic performance. Regarding the former, classes are now delivered according to the flipped classroom methodology. With respect to the latter, assessment consists of a weighted combination of seven types of activities, including individual self-learning exams, team-based problem sets, individual computer-based exams, team-based escape rooms, project-based learning, case-based learning, and challenge-based learning. The results obtained over a six-year period reveal a significant improvement in three different ratios: the Attend-to-Register ratio, the Pass-to-Register ratio, and the Pass-to-Attend ratio. Additionally, feedback provided by students positively evaluates the combination of active learning methodologies implemented in the course.
Roig et al. (2026) studied this question.