Software development performance in remote student teams in international computer science collaboration

This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.DOI: 10.1080/0968776042000211539

show abstract

Software development performance in remote student teams in international computer science collaboration

Cited by 2 publications

References 0 publications

Inspiring Students in Their Learning: A Theoretically Based Discussion Building on Three Courses

Inspiring Students in Their Learning: A Theoretically Based Discussion Building on Three Courses

A framework to study learning in a complex learning environment

Contact Info

Product

Resources

About