Abstract
Postgraduate Taught (PGT) Computer Science programmes face significant challenges in accommodating diverse student cohorts, characterized by differences in prior knowledge, professional experience, linguistic background, and external commitments that influence access to learning opportunities and engagement. This paper introduces the ADCB framework, an integrated pedagogical model grounded in Active Learning, Differentiated Instruction, Collaborative Learning, and Blended Learning, designed to support learning in this context. The framework embeds complementary functions: active engagement, differentiated support, collaborative interaction, and blended access within a unified learning design informed by inclusive teaching principles. The framework was implemented across two PGT Computer Science modules over three years and evaluated using mixed methods, including performance data, participation analytics, surveys and qualitative feedback. The findings indicate positive trends in academic performance and student‑reported engagement, knowledge and skill development, and overall satisfaction, alongside reduced variability and more consistent outcomes within cohorts with varied prior knowledge. While prior research often examines these pedagogical approaches individually or combines them without explicit integration, typically focusing on performance or engagement, this study demonstrates how they can be systematically integrated within shared learning activities to respond to variation in learner backgrounds and participation conditions. The findings highlight how coordinated integration can support heterogeneous cohorts within a unified learning design. The study also identifies implementation challenges and offers practical recommendations for designing learning environments that support flexible participation and engagement in PGT Computer Science modules and similar contexts.
Showing the abstract — retrieve the full paper via the Exa API.