Exploring the Difficulties of Learning Object-Oriented Techniques

Sheetz, Steven D.; Irwin, Gretchen; Tegarden, David P.; Nelson, H. James; Monarchi, David E.

doi:10.1080/07421222.1997.11518167

Cited by 39 publications

(41 citation statements)

References 14 publications

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“…The causal mapping approach used in this research is a group-driven approach (Sheetz et al 1994(Sheetz et al , 1997Tegarden and Sheetz 2003). It does have things in common with many…”

Section: Methodsmentioning

confidence: 99%

“…In this paper, we apply the level of agreement analysis to the cognitive faction maps to develop a "central" map that is used to represent the agreed upon relationships among participants in each cognitive faction (Markoczy and Goldberg 1995). In this case, we use the majority map as representative of the cognitive faction (Sheetz et al 1994(Sheetz et al , 1997Tegarden and Sheetz 2003): a cause map in which greater than 50% of the members of the cognitive faction agree on the existence of the causal relationships between the strategic factors. Obviously, when only using a majority map to represent the cognitive factions, some information will be lost.…”

Section: Cognitive Faction Map Analysismentioning

confidence: 99%

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Cognitive Factions in a Top Management Team: Surfacing and Analyzing Cognitive Diversity using Causal Maps

Tegarden

Sheetz

2007

Group Decis Negot

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Cognitive diversity has been shown to positively affect team performance, especially in the early stages of strategic planning. We report on a process that explicitly identifies cognitive factions; sub-groups of individuals with diverse views and beliefs within a top management team (TMT). Our group-driven causal mapping process provides greater clarity to understanding the underlying belief structures of the cognitive factions through the adoption of givens-means-ends (GME) and casual path analysis. We achieve this clarity by having members of the TMT define and agree on the strategic factors before they construct their individual cause maps. Through this process, based on the relationships shared among the team members, we can readily merge individual cause maps into cognitive faction maps. By employing GME and casual path analysis to the cognitive faction maps, we can surface the differences in beliefs among the different cognitive factions within the TMT. We demonstrate our process using a 13-person TMT from an information technology services firm. The cause maps of the cognitive factions directly represent some of the issues and assumptions that need to be discussed and debated among the members of the TMT, thus increasing the potential for cognitive faction beliefs to enhance decision-making. We also find that cognitive factions relate to task roles of the team members, providing further evidence that different beliefs develop in different areas of the organization.

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“…The causal mapping approach used in this research is a group-driven approach (Sheetz et al 1994(Sheetz et al , 1997Tegarden and Sheetz 2003). It does have things in common with many…”

Section: Methodsmentioning

confidence: 99%

Section: Cognitive Faction Map Analysismentioning

confidence: 99%

Cognitive Factions in a Top Management Team: Surfacing and Analyzing Cognitive Diversity using Causal Maps

Tegarden

Sheetz

2007

Group Decis Negot

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“…[41]), studies that examine the determinants of methodology use and success at an individual level, considering not only ISD but also ISM methodologies, are scarce [42]. A plethora of research projects address the use of certain tools and techniques/methods [43][44][45][46][47] that may form part of a methodology. Some studies regard adoption merely as intention to use and do not study the actual use of the methodology (for e.g.…”

Section: Results and Future Research Opportunities 41 Critical Reviewmentioning

confidence: 99%

Understanding acceptance of information system development and management methodologies by actual users: A review and assessment of existing literature

Mohan

Ahlemann

2013

International Journal of Information Management

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“…En [104], los autores exploran a través del método llamado cognitive mapping, los diversos aspectos que hacen del aprendizaje de las técnicas orientadas a objetos más difícil. El estudio es de carácter cuantitativo, y tiene como objetivo captar las impresiones de los estudiantes, no en el momento mismo en que estas ocurren, si no después de que estas suceden, lo cual puede ser un punto negativo del estudio, debido a que las percepciones de los estudiantes puede cambiar luego de ocurrido el suceso.…”

Section: Dificultades De Aprendizaje En El Diseño Orientado a Objetosunclassified

“…Parte V Apéndices Apéndice A Antecedentes de dificultades en el aprendizaje de diseño de software Año Estudios Descripción 1970 Dijkstra [31] Problemas de diseño de software en general 1975 Jackson [54] Problemas de diseño de software en general 1981 Jeffries et al [56] Problemas de diseño desde el punto de vista cognitivo de resolución de problemas 1986 O'Shea [80] Dificultades en aprender diseño OO en personas con experiencia en enfoque procedimental 1990 Rosson et al [95] Dificultades en el aprendizaje de programación en ambientes OO (Smaltalk) Détienne [26] Problemas al diseñar con un lenguaje orientado a objetos 1991 Duncan [33] Dificultades en el aprendizaje de conceptos de diseño y programación orientada a objetos 1992 Bellin [8] Dificultades en el aprendizaje de conceptos de diseño y programación orientada a objetos 1993 Manns et al [67] Dificultades de aprendizaje de OO provenientes del conocimiento previo de estructurado 1994 Vessey et al [120] Dificultades en el aprendizaje y uso de técni-cas OO 1995 Brooks [18] Dificultades en la incorporación del enfoque OO en actividades de desarrollo de sistemas Pennington et al [87] Dificultades que tienen los individuos principiantes y expertos en OO Vs estructurado 1997 Shettz et al [104] Dificultades de aprendizaje de técnicas OO Continúa en la siguiente página…”

Section: Líneas De Investigación Futurasunclassified

Dificultades en el aprendizaje del diseño de software orientado a objetos: un estudio cualitativo longitudinal

Naranjo¹,

Catherine²

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The software development companies look to reduce costs through the development of designs that will: a) ease the distribution of development work with the least communication between the parties; b) changeability, allowing to change a module without disturbing the other parties and; c) understandability, allowing to study a system module at a time.These basic software design features are achieved through the design of quasidecomposable systems, whose theoretical model was introduced by Simon in his search for a general theory of systems. In the field of software design, Parnas offers a practical way to achieve quasi-decomposable systems, called The Information Hiding Principle.The Information Hiding Principle is different criterion for decomposition into modules, whose implementation achieves the desirable characteristics of an efficient design at the development and maintenance level. The Principle and the object-oriented approach are related because the object-oriented approach facilitates the implementation of The Principle, which is why when objects begin to take hold, also appear alongside the difficulties in learning an object-oriented software design, which remain to this day, as reported in the literature.Difficulties in learning object-oriented software design has a great impact both in the classroom and in the profession. The detection of these difficulties will allow teachers to correct or route them before they move to the industry. On the other hand, the industry can be warned of potential problems related to the software development process.This thesis aims to investigate the difficulties in learning the object-oriented design, through an empirical study. The study was conducted through a qualitative case study, which consisted of three parts. The first, an initial study was aimed to understand the knowledge of the students around The Information Hiding Principle before they start the instruction. The second part, a study was conducted during the entire period of instruction in order to obtain the difficulties of software design and their level of persistence. Finally, a third party, whose purpose was to study the essential difficulties of learning and their possible sources.Participants in this study belonged to the field of Software Design of the European Master in Software Engineering at the Escuela Técnica Superior de Ingenieros Informáticos of Universidad Politécnica de Madrid. The qualitative data used for the analysis came from the observations in class time and exhibitions, performed interviews with students and exercises sent over the period of instruction.The difficulties presented in this thesis, in their different perspectives, provided concrete knowledge of a particular case study, making significant contributions in the area of software design, teaching, industry and methodological level.3

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Exploring the Difficulties of Learning Object-Oriented Techniques

Cited by 39 publications

References 14 publications

Cognitive Factions in a Top Management Team: Surfacing and Analyzing Cognitive Diversity using Causal Maps

Cognitive Factions in a Top Management Team: Surfacing and Analyzing Cognitive Diversity using Causal Maps

Understanding acceptance of information system development and management methodologies by actual users: A review and assessment of existing literature

Dificultades en el aprendizaje del diseño de software orientado a objetos: un estudio cualitativo longitudinal

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