An Online Educational Hackathon to Foster Professional Skills and Intense Collaboration on Software Engineering Students

Steglich, Caio; Marczak, Sabrina; Guerra, Luiz Pedro; Trindade, Cássio; Dutra, Alessandra; Bacelo, Ana Paula Terra

doi:10.1145/3474624.3476973

Cited by 16 publications

(5 citation statements)

References 22 publications

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“…With hackathons primitively intended for and attended by software developers, it is unsurprising that most prior studies have focused on events organized by governments, nonprofits, and corporations rather than those by and for education institutions [77]. Much like design thinking methodologies [60], hackathons have made their way into education to encourage curiosity and innovation beyond the classroom and into the world [67,78]. In addition to design thinking, hackathons pose similarities with cooperative learning, project‐based learning, and inquiry‐based learning when viewed as a pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Garcia

2022

Comp Applic In Engineering

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The education sector is constantly progressing its competency paradigm by establishing a nexus between practical, theoretical, and technical dimensions of teaching and learning. In the modern age of education, hackathons are becoming increasingly prominent in providing an optimal academic environment that connects classroom learnings to real‐life scenarios. This study explored the motivational orientation behind student participation in hackathons through the framework provided by self‐determination theory. Specifically, it investigated the role of intrinsic and extrinsic motivations in encouraging initial and continuous hackathon participation. The partial least squares‐structural equation modeling method was used to analyze data collected from 437 students in 12 countries. According to the findings, although intrinsic motivation influences participation intention, extrinsic motivation drives continuance participation. When intrinsic and extrinsic motivational constructs were analyzed individually, it was found that continuance participation demands both motivational orientations. Comparisons of demographic characteristics indicate that older students with more extensive educational experience may have higher intentions to participate and continue participating in these events. This study offers insights into how the education sector can increase hackathon participation by tapping on students’ motivational orientation. From a methodological point of view, it is apparent to recommend the promotion of hackathons as a core extracurricular activity at a school level, and more indispensably, as pedagogy at a classroom level. In a world where students are encouraged to fail early, fast, and often, participating in hackathons is a tactical preparation for eventual success.

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Section: Introductionmentioning

confidence: 99%

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Garcia

2022

Comp Applic In Engineering

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“…Our findings address the gaps in Steglich et al [39] by introducing interventions that support collaboration between students in teams alongside interventions to support learning gains. Through our approach, the hackathon format supported learning gains at multiple points in the course, not just at the end of the course, as done in Gama et al [10].…”

Section: Learning Outcomementioning

confidence: 73%

“…Recently, some research works have explored remote educational hackathons. For example, Steglich et al [39] explored how intense collaboration takes place between student teams in an educational hackathon to produce a technological solution and develop professional skills in the online context. The study presents findings that the most valuable skills to enable effective student teams were communication, collaboration, initiative, and creativity/innovation [39].…”

Section: Related Workmentioning

confidence: 99%

Integrating Hackathons into an Online Cybersecurity Course

Affia,

Nolte,

Matulevičius

2022

Preprint

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Cybersecurity educators have widely introduced hackathons to facilitate practical knowledge gaining in cybersecurity education.Introducing such events into cybersecurity courses can provide valuable learning experiences for students. The nature of the hackathon format encourages a learning-by-doing approach, and the hackathon outcomes can serve as evidence for students knowledge, capability and learning gains. Prior work on hackathons in education mainly focused on collocated hackathon events in the traditional classroom setting. These hackathon events often took place as a one-off event at the end of the course. However, one-off hackathon events at the end of a course might not be sufficient to improve learning. Instead, we focus on analyzing the integration of a series of online hackathon events into an online cybersecurity course and explore how this integration can address online education issues by encouraging collaboration and developing a practical understanding of the delivered course by solving real-world challenges. We evaluate interventions to foster learning and analyze its effect on collaboration and learning gains for students in the course. Our findings indicate that students attribute learning benefits to the introduced interventions that supported teamwork and collaboration, maintained student participation and interest in the course, and encouraged learning-by-doing. CCS Concepts: • Social and professional topics → Computing education.

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“…Though typically held in-person, the COVID-19 pandemic has inspired significant growth in online hackathons for teaching both professional software development skills and soft-skills such as teamworking [6]. However online hackathons face a number of challenges which do not impact in-person events.…”

Section: Introductionmentioning

confidence: 99%

“…The COVID-19 pandemic has inspired significant growth in online hackathons for teaching both professional software development skills and soft-skills such as team-working [6]. However, they are not without their challenges.…”

Section: Introductionmentioning

confidence: 99%

Empowering Inquiry-Based Learning in Short Courses for Professional Students

Martin¹,

Zarb²,

McDermott³

et al. 2023

INTED2023 Proceedings

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This paper presents the pedagogic underpinning for the development of an online postgraduate short course educating participants on multi-modal data science, specifically within the context of the digital health industry. The growing digital health sector in Scotland points to the importance of networking and teamwork components, which will be central to the professional development that should be facilitated within this short course. To that end, this paper will show how the literature has been used to inform the integration of aspects of constructivism (such as encouraging self-efficacy and intrinsic motivation) to improve participants' learning experience and their capability to apply learned skills in their practice.A key candidate for this approach is inquiry-based learning, typically characterised by events such as hackathons, which are a popular method of self-directed learning in computing education. However, hackathons present challenges for online and postgraduate learners, including lack of physical location and barriers to time investment.We are therefore motivated to propose an adaptation that draws on theories and research related to inquiry-based learning and hackathons. In this paper we describe the inception of the resulting model and evaluate an initial design against a panel of experts in the field.

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An Online Educational Hackathon to Foster Professional Skills and Intense Collaboration on Software Engineering Students

Cited by 16 publications

References 22 publications

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Integrating Hackathons into an Online Cybersecurity Course

Empowering Inquiry-Based Learning in Short Courses for Professional Students

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