Exploring the gap between the student expectations and the reality of teamwork in undergraduate software engineering group projects

Iacob, Claudia; Faily, Shamal

doi:10.1016/j.jss.2019.110393

Cited by 36 publications

(14 citation statements)

References 19 publications

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“…Teamwork has been discussed in the current literature about student expectations during group projects. The study shows how students' prior experience with collaborative software development aligns with their expectations (Iacob & Faily, 2019). Besides, Konak et al (2019) study concerns about online students' future teamwork attitudes and whether the online environment positively influences the student's teamwork skills.…”

Section: Discussionmentioning

confidence: 87%

Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

et al. 2021

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This study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

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Section: Discussionmentioning

confidence: 87%

Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

et al. 2021

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“…By simulating an industry-level project in the classroom, Iacob et al found in their study that SE students perceived team communication as a challenge during the beginning of a team project and that the students preferred to have faceto-face meetings over remote communication via industryaccepted communication platforms such as Slack [23]. Unfortunately, due to the COVID-19 pandemic, the option for faceto-face team meetings is unfeasible, and students are required to transition to online software for communication with their teammates.…”

Section: Th E Pr O B L E Mmentioning

confidence: 99%

"Is My Mic On?" Preparing SE Students for Collaborative Remote Work and Hybrid Team Communication

Moster

Ford

Rodeghero

2021

2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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Communication is essential for the success of student and professional software engineering (SE) team development projects. The projects delivered by SE courses provide valuable learning experiences for students because they teach industryrequired skills such as teamwork, communication, and scheduling. Professional SE teams have adopted communication software such as Slack, Miro, Microsoft Teams, and GitHub Discussions to share files and convey information between team members. Likewise, they have distributed software development tools such as Visual Studio CodeSpaces and Jira to support productivity. In contrast, within academia, students have focused on having face-to-face meetings for team communication and communication tools for file sharing. Due to the COVID-19 pandemic, universities have been forced to switch to an online or hybrid modality abruptly, thus compelling SE students to quickly adopt communication software. This paper proposes a study on the use of communication software in industry to prepare students for remote software development positions after graduation.

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“…In this sense, case studies are one of the tools that can be used to help the students in the development of such skills. The fact of working as a group on a project is perceived by the students as a step forward as an engineer, enhancing their engagement and satisfaction with the learning experience [16]. Additionally, previous experiences show a positive interaction between case study-based learning and the usage of technological tools [5].…”

Section: Introductionmentioning

confidence: 99%

Case study‐based learning using a computational tool to improve the understanding of the jet engine cycle for aerospace engineering degree students

Piqueras

Morena

Bares

et al. 2021

Comp Applic In Engineering

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In the current paper, a methodology combining a case study with a computational tool for aerospace engineering students is presented and discussed.The aim of this methodology is to improve the understanding of jet engine's operation through their thermodynamic cycle analysis, particularly focused on the effects of the main boundary conditions for an aircraft engine: altitude and flight velocity (or Mach). Additionally, the organization of the methodology as a case study performed in groups helps to facilitate student engagement, as well as the development of soft skills, such as teamwork ability. The experience of this methodology over the last 5 years shows that the activity is generally well perceived by the students, and also that there is a correlation between the engagement in this activity and the overall results achieved in the subject, confirming that the methodology helps to improve students' comprehension of the concepts behind engine performance. However, a few points of improvement for the near future are identified.

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Exploring the gap between the student expectations and the reality of teamwork in undergraduate software engineering group projects

Cited by 36 publications

References 19 publications

Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

"Is My Mic On?" Preparing SE Students for Collaborative Remote Work and Hybrid Team Communication

Case study‐based learning using a computational tool to improve the understanding of the jet engine cycle for aerospace engineering degree students

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