ASEST framework: a proposal for improving teamwork by making cohesive software engineering student teams

Avila, Daymy Tamayo; Petegem, Wim Van; Libotton, Arnobius

doi:10.1080/03043797.2020.1863339

Cited by 9 publications

(13 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The ASEST0 framework combines team-based learning, project-problem-based learning, and role-playing game learning strategies in three phases and eight steps (a more detailed description of ASEST0 can be found in [2]). Its components and activities are also included in Appendix I of this paper, i.e.…”

Section: The Asest0 Frameworkmentioning

confidence: 99%

“…Agile software development (ASD) bases its success on self-managed teams able to prioritize and quickly respond to changes and satisfy customers and users through early and continuous quality software delivery. The construction and validation of the ASEST (Agile Software Engineers Stick Together) framework were discussed in [2]. ASEST aims to develop and enhance the cohesion of agile teams to improve team learning and performance.…”

Section: Introductionmentioning

confidence: 99%

“…Team learning is "activities carried out by team members through which a team obtains and processes data allowing it to adapt and improve" [4], while team performance is the "degree to which the team satisfies client needs and expectations" [4]. This framework's fundamentals were established by identifying teamwork trends in software engineering education, for example, collaborative learning, games, and gamification, among others [2]. The first version of ASEST (hereafter referred to as ASEST0) was developed following an IMO (input-mediator-outcome) research model [5] adapted to software engineering education.…”

Section: Introductionmentioning

confidence: 99%

“…The core of ASEST0 is establishing agreed-upon rules related to communication and conflict resolution to regulate team behavior. ASEST0 was tested using two studies [7] [2]. The work in [7] reports on the results of a pilot study of ASEST0 involving three teams of undergraduate students with the ultimate goal of observing ASEST0 with teams performing in a company setting.…”

Section: Introductionmentioning

confidence: 99%

“…The study showed the levels of team cohesion, team learning, and team performance increased after the intervention. The work in [2] reported on a study at the graduate level of a group of students applying ASEST0. It indicated that team cohesion, team performance, and team learning significantly increased compared with the students' perceptions in a group that did not receive this intervention.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Improving Teamwork in Agile Software Engineering Education: The ASEST+ Framework

2022

Self Cite

View full text Add to dashboard Cite

Contribution: This paper presents Agile SoftwareEngineers Stick Together (ASEST+), an improved version of a framework called ASEST that aims to develop team cohesion, leading to better team learning and software engineering student teams. Background: Effective teamwork is crucial for agile software development's success and is, therefore, a key topic of current software engineering education. In previous work, a preliminary proposal for ASEST+ was presented. Here, an improved version, more suitable for agile practice education and considering cohesion antecedents, is described. Intended outcome: A teaching-learning framework to support teamwork in agile software education. Application design: ASEST+ is built around Scrum teams and combines learning strategies to train students in collaborative and technical agile practices. ASEST+ establishes policies for role allocation and team rule agreements to regulate communication and address conflict management agile practices. ASEST+ addresses personality traits, conflict resolution, and task interdependence as the antecedents identified as the most important. Findings: A quasi-experiment showed that the use of ASEST+ significantly increases the students' positive perceptions on team cohesion, team performance and team learning compared with the control group.

show abstract

Section: The Asest0 Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Improving Teamwork in Agile Software Engineering Education: The ASEST+ Framework

2022

Self Cite

View full text Add to dashboard Cite

show abstract

How do students negotiate groupwork? The influence of group norm exercises and group development norms

Hagvall Svensson,

Johansson,

Adawi

2024

J of Engineering Edu

View full text Add to dashboard Cite

BackgroundGroup norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored.PurposeWe investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations.MethodWe recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames.ResultsOur findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term “group development norms” to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation.ConclusionsProviding a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation.

show abstract

Laboratory learning objectives: ranking objectives across the cognitive, psychomotor and affective domains within engineering

Nikolic,

Suesse,

Grundy

et al. 2023

European Journal of Engineering Education

View full text Add to dashboard Cite

ASEST framework: a proposal for improving teamwork by making cohesive software engineering student teams

Cited by 9 publications

References 50 publications

Improving Teamwork in Agile Software Engineering Education: The ASEST+ Framework

Improving Teamwork in Agile Software Engineering Education: The ASEST+ Framework

How do students negotiate groupwork? The influence of group norm exercises and group development norms

Laboratory learning objectives: ranking objectives across the cognitive, psychomotor and affective domains within engineering

Contact Info

Product

Resources

About