Distributed Virtual Courses to Teach Global Software Engineering

Marutschke, Daniel Moritz; Kryssanov, Victor V.; Brockmann, Patricia

doi:10.1145/3377571.3377622

Cited by 6 publications

(7 citation statements)

References 9 publications

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“…Teachers have to think about which skills students aim to improve through the module [38], think about the teaching goals [76], the learning outcomes [23,77] and why this method is most appropriate. PBL seems to benefit students' learning in terms of engagement [34,42] and motivation [22,44,78], also in the encouragement success of the learners [22,29,34,79] and development of new thinking strategies [24,43]. Core subject matter might be taught in a manner that allows the learner to acquire the required material in a systematic and efficient manner, but might also balance subject matter, societal aspects, and the learner (individual) [7,28,34].…”

Section: Stages Of Instructional Design Development: Analysismentioning

confidence: 99%

“…Those could include all challenge deliverables and competencies rubrics or reflection papers addressing students' attitudes, values, or development in creativity. Research results show that the achievement motivation of students of the PBL class was higher than the achievement motivation of students of the conventional class [26,78,118,119] because it followed their interests and used problem solving to stimulate learning, while also communicating comfortably with their lecturer and friends when questions arose [24]. It is also stated that that teams moved through positive and negative emotions over the course of developing their solution, toward reaching satisfaction [1,37].…”

Section: Stages Of Instructional Design Development: Evaluatementioning

confidence: 99%

“…to enforce the teams strictly following the course schedule and abiding by all the deadlines [78]; -the effective communication with the students [78]; -to be cognizant of the frustrations associated with PBL for students [78]; -to organize overall class discussions, small group facilitation (as a floating facilitator), or provide scaffolding activities to support students in acquiring needed skills [103]; -to adopt suitable facilitation techniques for students' active participation [35]; -to be able to craft and create at least five basic types of questions-factual, divergent, convergent, evaluative, and combinations of those mentioned [34]; -to resolve team conflicts through diplomatic and negotiation skills [35]; -to ensure an appropriate level of participation and the optimum use of resources in order to increase group effectiveness [35]; -to be aware of how their students participate in small group discussions, and thus adopt suitable facilitation techniques to encourage active student participation [35].…”

Section: Stages Of Instructional Design Development: Evaluatementioning

confidence: 99%

“…It is important to note that for teachers, such change of roles, might be difficult to handle [4]. On the other hand, students might also find it stressful, so it is also reported that the teachers' role in reducing it via communication is very important [78]. To avoid stress and confusion, teachers also introduce the students to the course design and previous students' works [96,109].…”

Section: Teacher and Student Rolesmentioning

confidence: 99%

See 3 more Smart Citations

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

et al. 2022

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Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners.

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Section: Stages Of Instructional Design Development: Analysismentioning

confidence: 99%

Section: Stages Of Instructional Design Development: Evaluatementioning

confidence: 99%

Section: Stages Of Instructional Design Development: Evaluatementioning

confidence: 99%

Section: Teacher and Student Rolesmentioning

confidence: 99%

See 2 more Smart Citations

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

et al. 2022

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“…In [33], the authors report that Japanese and German students collaborated in a training programme in software engineering through learning based on collaborative projects online. Incorporation of an intercultural dimension produced a positive result in the framework of this teaching strategy, although it is more demanding for both students and teachers.…”

Section: B Experiences Of Teaching Critical Thinking Onlinementioning

confidence: 99%

Evaluation of Critical Thinking in Online Software Engineering Teaching: A Systematic Mapping Study

2021

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Critical thinking consists in analysing and evaluating the coherence of reasoning. This ability is crucial when we talk about software quality (SQ). SQ is closely related with the engineer's ability to judge and discriminate between solutions correctly, so students are required to analyse, evaluate and draw conclusions. Critical thinking, therefore, becomes a crucial part of the training of software engineers. The problem arises from the diversity of proposals and the lack of rigour in existing experiences, making it difficult to find specific recommendations, especially in online contexts. This article reports a systematic mapping study (SMS), the purpose of which was to detect, organise and characterise specific dimensions in online teaching-learning of critical thinking for software engineering. Based on the results of the SMS, we propose a preliminary framework for the evaluation of critical thinking in the training of software engineers in a context of online higher education. It is expected that this proposal will serve as a basis for instructors of the discipline when evaluating critical thinking in a context of online teaching.

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Counteracting sociocultural barriers in global software engineering using group activities

Yasin

Fatima

Khan

et al. 2023

J Software Evolu Process

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In modern times, internationally organized teams face a number of coordination problems owing to their different physical operating locations. These challenges usually come in temporal, cultural, and linguistic forms. To resolve some of these issues, we need more coordination, teamwork, and shared understanding in the requirements engineering phase. Many approaches have been introduced to overcome these challenges associated with global software engineering (GSE). The objective of this research study is to introduce amateurs to GSE and improve their understanding of its associated challenges through an activity‐based learning approach. Our method is primarily targeted toward students who already have theoretical knowledge on the topic but require first‐hand experience with GSE. With the aforementioned motivation in mind, we propose, designe, and empirically evaluate two different activities that can help enhance awareness of GSE challenges. For each activity, we simulate an environment wherein participants are made to go through various constructed coordination challenges related to communication, time management, team mistrust, linguistic barriers, cultural barriers, and distribution of tasks. The effectiveness of our proposed activities, captured by the extent to which participants were able to deal with GSE challenges, was judged through various techniques including (i) observation, (ii) post activities survey questionnaire, and (iii) brainstorming and discussion. We show that the proposed activities were effective in helping students learn and further their understanding of GSE concepts. In particular, discussion sessions and survey questionnaire results reflect their ability to identify critical GSE challenges (specifically related to teams) in a simulated scenario.

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Distributed Virtual Courses to Teach Global Software Engineering

Cited by 6 publications

References 9 publications

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

Evaluation of Critical Thinking in Online Software Engineering Teaching: A Systematic Mapping Study

Counteracting sociocultural barriers in global software engineering using group activities

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