Teaching Methods in Software Engineering: A Systematic Review

Aničić, Katarina Pažur; Stapić, Zlatko

doi:10.1109/ms.2022.3152629

Cited by 18 publications

(7 citation statements)

References 13 publications

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“…The results of this SMS are corroborated with the results of the literature, especially concerning the main ALMs mapped. The works by Berssanette and de Francisco (2021) and (Anicic and Stapic, 2022) present results that report adopting different ALMs in teaching and learning computer programming. These authors highlight methodologies that have been used by instructors in teaching programming, namely Coding Dojo (DOJO), Gamification (GM), Game-Based Learning (GBL), Project-Based Learning (PjBL), Problem-Based Learning (PBL), Flipped classroom (FC) and Peer Instruction (PI).…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

“…Table 3 presents methodologies that were also listed in the research by Berssanette and de Francisco (2021) and Anicic and Stapic (2022), including approaches that instructors have implemented for active teaching and learning. Hendrik (2019) adopts two ALMs for teaching programming, the FC, which refers to the concept of role reversal in the classroom.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

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Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study

Calderon,

Silva,

Feitosa

2023

Informatics in Education

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Teaching programming is a complex process requiring learning to develop different skills. To minimize the challenges faced in the classroom, instructors have been adopting active methodologies in teaching computer programming. This article presents a Systematic Mapping Study (SMS) to identify and categorize the types of methodologies that instructors have adopted for teaching programming. We evaluated 3,850 papers published from 2000 to 2022. The results provide an overview and comprehensive view of active learning methodologies employed in teaching programming, technologies, programming languages, and the metrics used to observe student learning in this context. In the results, we identified thirty-seven different ALMs adopted by instructors. We realized that seventeen publications describe teaching approaches that combine more than one ALM, and the most reported methodologies in the studies are Flipped Classroom and Gamification-Based Learning. In addition, we are proposing an educational and collaborative tool called CollabProg, which summarizes the primary active learning methodologies identified in this SMS. CollabProg will assist instructors in selecting appropriate ALMs that align with their pedagogical requirements and teaching programming context.

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Section: Discussion Of the Resultsmentioning

confidence: 99%

Section: Discussion Of the Resultsmentioning

confidence: 99%

Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study

Calderon,

Silva,

Feitosa

2023

Informatics in Education

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“…As mesmas também provocam a aprendizagem ativa, a qual é considerada como uma aprendizagem a ser seguida no século XXI, além de desenvolver habilidades que são exigidas pela indústria. (Anicic, & Stapic, 2022).…”

Section: Ensino De Engenharia De Software (Es)unclassified

Proposta e Avaliação de uma Metodologia de Aprendizagem Baseada em Projetos em Disciplinas de Engenharia de Software através de uma Sequência Didática

Santiago

Menezes

Aquino

2023

RBIE

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Nos últimos anos têm-se percebido uma lacuna entre o ensino nas universidades e as necessidades da indústria em relação à formação dos futuros profissionais em Engenharia de Computação e Ciência da Computação, mais especificamente na área de Engenharia de Software. Enquanto por um lado, as aulas tradicionais possuem um denso conteúdo teórico-conceitual e são apresentadas de forma expositiva, por outro lado a falta de experiências práticas torna desafiador para os alunos adquirir as habilidades necessárias para o desenvolvimento de projetos reais de software. Como forma de minimizar este problema, neste artigo apresentamos a aplicação da metodologia de Aprendizagem Baseada em Projetos em uma disciplina de Engenharia de Software, de forma que os estudantes, ainda durante sua formação acadêmica, possam ter uma experiência real em um projeto de desenvolvimento de software, com métodos, tecnologias e ferramentas comumente utilizados na indústria. Esta experiência, avaliada em uma turma regular de Engenharia de Software de um Bacharelado em Ciência da Computação, foi conduzida através de uma sequência didática concebida através de ciclos de Design Science Research, com objetivos educacionais bem definidos segundo a taxonomia de Bloom. Resultados preliminares mostram cenários promissores em relação ao ganho na aprendizagem, à aquisição de habilidades e à motivação dos estudantes com a metodologia proposta.

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“…PBL, which has its origins on the ideas of Jean Piaget and John Dewey, is a teaching method that enables students to gain knowledge by investigating and working for specific periods of time on authentic, engaging, and challenging projects and/or problems [30]. Moreover, research by Anicic and Stapic [31] argues that PBL is widely acknowledged for promoting students' educational experience regarding with the development of soft skills on Software Engineering such as communication, teamworking, planning and leadership. Therefore, PBL was incorporated into Cadxela by defining a set of small projects that were randomly distributed among the different CWS that were formed from a combination of students from seven universities around the world.…”

Section: Incorporation Of Cws Into An Educational Toolmentioning

confidence: 99%

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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Teaching Methods in Software Engineering: A Systematic Review

Cited by 18 publications

References 13 publications

Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study

Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study

Proposta e Avaliação de uma Metodologia de Aprendizagem Baseada em Projetos em Disciplinas de Engenharia de Software através de uma Sequência Didática

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

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