Using a Low Code Development Environment to Teach the Agile Methodology

Lebens, Mary; R, Finnegan

doi:10.1007/978-3-030-78098-2_12

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…One remedial measure is to use low code or no code development platforms. As a result, students spend less time learning to create applications and can experience and understand agile rituals and roles [14].…”

Section: Development Trendsmentioning

confidence: 99%

Research and Practice on Project Teaching Based on Low Code Collaboration

Zeng

2024

Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–

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With the rapid development of information technology, many companies have been faced up to digital demands, and may need more and more business information system, and programming engineering. How to grasp programming methods rapidly is also a challenge for students. Project teaching also need agile program to cultivate the students for understand business logic. Low code development platforms provide convenience for quickly building applications, while collaborative tools enhance team collaboration and project management capabilities. Project teaching based on low code collaboration can cultivate students' practical and problem-solving abilities, while also reducing their requirements for programming technology. In terms of research, it is possible to evaluate the impact of this teaching method on learning outcomes and teaching effectiveness, and explore how to better integrate low code development platforms and collaborative tools to improve teaching effectiveness. In summary, project teaching research and practice based on low code collaboration is an innovative teaching method that deserves further in-depth research and promotion.

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Section: Development Trendsmentioning

confidence: 99%

Research and Practice on Project Teaching Based on Low Code Collaboration

Zeng

2024

Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–

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“…A case study of integrating Agile into student capstone projects found that while teaching Agile practices is challenging, it is worthwhile because it enriches students’ software development experience (Lu and DeClue, 2013). Three studies on integrating the Agile practice of prototyping, using low-code tools and robotic process automation, show students feel the Agile skills they gained are valuable for the job market (Lebens, 2021; Lebens et al , 2023; Lebens and Finnegan, 2021). The authors of one study on integrating agile into the classroom concluded that agile practices “should be used in any college course requiring collaboration, group projects, or problem solving,” based on how practices such as stand-up meetings foster communication between students (May, 2016).…”

Section: Integrating Stand-up Meetings Into the Classroommentioning

confidence: 99%

Student experiences in agile stand-up meetings

Lebens,

Munmun

2024

SAMAMJ

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Purpose This purpose of this descriptive case study is to examine students’ experience engaging in stand-up meetings during the team project for the application development course in their Management Information Systems (MIS) program. Although the body of research on agile stand-up meetings is growing, there is little research on the experience of students who are engaging in stand-up meetings. The majority of research focuses on business professionals instead of students. Design/methodology/approach This study uses a mixed methods approach to collect data by anonymously surveying students. This exploratory study is a prelude to implementing a larger-scale investigation of student perceptions of stand-up meetings. The research was conducted using a mixed methods approach that used a survey instrument with both open-ended and closed-ended questions to gather students’ perceptions. The qualitative data was analyzed using a thematic coding approach. Findings The results of this study demonstrate that students’ experiences with stand-up meetings are overwhelmingly positive, with students describing how stand-up meetings helped them communicate and collaborate with their team and solve problems together as a team. The majority of students in this study reported that participating in stand-up meetings helped them overcome roadblocks. Research limitations/implications The main limitation of this descriptive case study is the sample size, since only one section of the course was available during the spring semester for the survey. Consequently, the findings may not be broadly generalizable to other contexts. An additional limitation is that the sample was obtained from a school primarily serving nontraditional adult students from underserved groups. One other limitation of this study is that the course surveyed was a synchronous online section with a limited amount of time for class sessions. Practical implications This case study should serve as a starting point for faculty, particularly information systems faculty, who are seeking to incorporate stand-up meetings into their courses. The benefits that students cited were clear. As one student stated, stand-up “allows us to vet through our work, help build interpersonal relationships and strengthen our skills.” The larger impact and contribution of this research is that encourages faculty to adopt the practice of stand-up meetings to enhance students’ communication, collaboration and problem solving. Social implications Incorporating stand-up meetings into coursework benefits students by fostering collaboration, communication and problem-solving. The results of this study demonstrate that students’ experiences with stand-up meetings are overwhelmingly positive, with students describing how stand-up meetings helped them communicate and collaborate with their team and solve problems together as a team. The majority of students in this study reported that participating in stand-up meetings helped them overcome roadblocks. Originality/value This descriptive case study examines students’ experience engaging in stand-up meetings during the team project for the application development course in their MIS program. Although the body of research on agile stand-up meetings is growing, there is little research on the experience of students who are engaging in stand-up meetings. The majority of research focuses on business professionals instead of students.

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“…An example of how those competencies could be achieved is the experience of working in an agile team. Therefore, no-code platforms in combination with agile methods and agile practices are used (Lebens and Finnegan, 2021). AI assistants can support students who are not primarily studying computer science to gain this experience.…”

Section: Humansmentioning

confidence: 99%

How are AI assistants changing higher education?

Schön

Neumann²,

Hofmann-Stölting

et al. 2023

Front. Comput. Sci.

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ContextHigher education is changing at an accelerating pace due to the widespread use of digital teaching and emerging technologies. In particular, AI assistants such as ChatGPT pose significant challenges for higher education institutions because they bring change to several areas, such as learning assessments or learning experiences.ObjectiveOur objective is to discuss the impact of AI assistants in the context of higher education, outline possible changes to the context, and present recommendations for adapting to change.MethodWe review related work and develop a conceptual structure that visualizes the role of AI assistants in higher education.ResultsThe conceptual structure distinguishes between humans, learning, organization, and disruptor, which guides our discussion regarding the implications of AI assistant usage in higher education. The discussion is based on evidence from related literature.ConclusionAI assistants will change the context of higher education in a disruptive manner, and the tipping point for this transformation has already been reached. It is in our hands to shape this transformation.

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Using a Low Code Development Environment to Teach the Agile Methodology

Cited by 6 publications

References 10 publications

Research and Practice on Project Teaching Based on Low Code Collaboration

Research and Practice on Project Teaching Based on Low Code Collaboration

Student experiences in agile stand-up meetings

How are AI assistants changing higher education?

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