Enhancing the Student Learning Experience in Software Engineering Project Courses

Autor/inn/en	Marques, Maira; Ochoa, Sergio F.; Bastarrica, Maria Cecilia; Gutierrez, Francisco J.
Titel	Enhancing the Student Learning Experience in Software Engineering Project Courses
Quelle	In: IEEE Transactions on Education, 61 (2018) 1, S.63-73 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2017.2742989
Schlagwörter	Engineering Education; Computer Software; Cooperative Learning; Metacognition; Case Studies; Learning Experience; Student Projects; Industry; Work Environment; Teaching Methods; Programming; Teamwork; Learning Processes; Active Learning; Student Attitudes; Undergraduate Students; Computer Science Education; Foreign Countries; Statistical Analysis; Control Groups; Experimental Groups; Comparative Analysis; Instructional Effectiveness; Chile + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Lernerfahrung; Schulprojekt; Industrie; Arbeitsmilieu; Teaching method; Lehrmethode; Unterrichtsmethode; Programmierung; Learning process; Lernprozess; Aktives Lernen; Schülerverhalten; Computer science lessons; Informatikunterricht; Ausland; Statistische Analyse; Unterrichtserfolg
Abstract	Carrying out real-world software projects in their academic studies helps students to understand what they will face in industry, and to experience first-hand the challenges involved when working collaboratively. Most of the instructional strategies used to help students take advantage of these activities focus on supporting agile programming, which is appropriate for capstone courses. This is not always recommended in initial software engineering project courses, however, where novice developers run projects in teams while simultaneously taking other courses. To enhance the learning and teamwork experience in this latter instructional scenario, this paper proposes a formative monitoring method, reflexive weekly monitoring (RWM), for use in project courses that involve disciplined software processes and loosely coupled work. RWM uses self-reflection and collaborative learning practices to help students be aware of their individual and team performance. RWM was applied in a case study over nine consecutive semesters. The results obtained indicate that RWM was effective in enhancing the learning experience in the instructional scenario studied. While students in the monitored teams were more effective and coordinated, and experienced a higher sense of team belonging and satisfaction, little evidence was found of them being more productive than students working in non-monitored teams. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01