Experience Report: A Distributed, Hybrid Course to Teach Global Software Engineering Course During a Global Pandemic

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

doi:10.1145/3545862.3545872

Cited by 1 publication

(4 citation statements)

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“…Considering that all the work conversations carried out by each CWS with the Cadxela's asynchronous communication mechanisms were stored for possible later revision, the students could use such a glossary to clarify their doubts when it was not possible to use a synchronous communication mechanism. Similarly, the recommendation of asynchronous communication was found in study [11].…”

Section: Discussionsupporting

confidence: 59%

“…For this comparison, the number of countries and universities, number of students, number of developed projects, educational and technological approach, dimensions and number of items measured were taken into account. Most of the studies were implemented in undergraduate programs, except for the study by Titze et al [11] that was implemented on a master's degree program. The resulting proposals from the research by Zhang et al [9], Schmiedmayer et al [10], and Titze et al [11] were implemented among universities located in countries in Asia (China, Japan) and Europe (Germany, Portugal), while Cadxela was implemented in universities located in countries in Latin America (Argentina, Bolivia, Chile, Ecuador, Mexico, and Peru) and Europe (Spain).…”

Section: Discussionmentioning

confidence: 99%

“…The educational approach is one of the important aspects to considerer when a CWS is implemented, which is why combination of the PBL and theoretical lessons is recommended. It is important that the students are introduced to both approaches, either previously or during the implementation, so as to avoid situations like the ones described in the study [11] where the German students were not familiar with PBL or study [9] that only applied the PBL approach. For this study all the universities had worked with both educational approaches before starting the GSD course, which proved advantageous for both teachers and students.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, Titze et al [11] presented experiences related to the creation of a hybrid course for teaching Global Software Engineering during the COVID-19 pandemic which involved master's degree students from Ritsumeikan University, Japan and the Nuremberg Institute of Technology, Germany. Students from both universities eventually enrolled on the course as an alternative to face-to-face sessions due to the constraints the COVID-19 pandemic placed on education.…”

Section: Related Workmentioning

confidence: 99%

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Collaborative Working Spheres for Global Software Development Education During the COVID-19 Pandemic: An International Experience

et al. 2023

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This paper presents our experience implementing Collaborative Working Spheres (CWS) in the context of an international undergraduate course on Global Software Development (GSD) during the COVID-19 pandemic. Many universities around the world increased their efforts in creating educational alternatives for adequately addressing the educational challenges that this pandemic has introduced. A particular case is the training of software skilled graduates to work in globally distributed environments because learning this topic requires a lot of practical work when student motivation could have been negatively affected by the COVID-19 pandemic. However, providing highly practical GSD courses during a pandemic is a challenging task for many of these universities. It is against this backdrop that we have developed an educational tool to provide CWS, enabling undergraduate students to acquire practical experience in GSD and improve their communication and teamworking skills, even during the COVID-19 pandemic. An international empirical evaluation was conducted involving students and teachers from seven universities in different countries around the world. The obtained results showed that our approach can make a significant contribution to the development of practical projects on undergraduate GSD courses with students developing their knowledge and social skills associated with this topic. The data collected on the teachers' perceptions suggested that our approach could also be useful in introducing the GSD approach at undergraduate level when social distancing is in place. INDEX TERMSComputer science education, global software development, software engineering, collaborative working spheres, COVID-19. I. INTRODUCTIONEver increasing technological advances have enabled software companies to hire staff located in different parts of the world to develop software products [1]. Manjavacas et al. [2] state that this way of developing software, called Global Software Development (GSD), is performed by teams from multiple geographical locations, cultures, and languages that can be integrated without the cost of moving to a specific organization's location. While it is true that GSD has a positive impact on the way that software products are developed, there are also the so-called "3C" problems among team members (e.g., challenges regarding communication, coordination, and control) that negatively affect the software development process. Research by Shanyour and Qusef [3] stated that the 3Cs are accentuated by the so-called three distances: geographical, temporal, and socio-cultural. In this context, one of the main strategies that would help in solving these problems This article has been accepted for publication in IEEE Access.

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Section: Discussionsupporting

confidence: 59%