Enhancing the Student Learning Experience in Software Engineering Project Courses
Enhancing the Student Learning Experience in Software Engineering Project Courses
复制标题
增强学生在软件工程项目课程中的学习体验
DOI：
10.1109/te.2017.2742989
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发表时间：
2018
影响因子：
2.6
通讯作者：
Francisco J. Gutierrez
中科院分区：
文献类型：
--
作者：
Maíra R. Marques;S. Ochoa;M. Bastarrica;Francisco J. Gutierrez
在学术研究中开展现实世界的软件项目有助于学生了解他们在行业中将面临的问题，并亲身体验合作所涉及的挑战。大多数用于帮助学生利用这些活动的教学策略都侧重于支持敏捷编程，这适用于顶峰课程。然而，在最初的软件工程项目课程中并不总是建议这样做，在这些课程中，新手开发人员在团队中运行项目，同时学习其他课程。为了增强在后一种教学场景中的学习和团队合作体验，本文提出了一种形成性监控方法--反射性每周监控(RWM)，用于涉及纪律严明的软件过程和松散耦合工作的项目课程。RWM使用自我反省和协作学习实践来帮助学生意识到他们的个人和团队表现。在一个连续九个学期的案例研究中应用了RWM。研究结果显示，在所研究的教学情境中，RWM能有效提升学生的学习体验。虽然受监控团队的学生更有效率和协调性，体验到更高的团队归属感和满足感，但几乎没有证据表明他们比未受监控团队的学生工作效率更高。
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.