The Impact and Measurement of Today's Learning Technologies in Teaching Software Engineering Course Using Design-Based Learning and Project-Based Learning
The Impact and Measurement of Today's Learning Technologies in Teaching Software Engineering Course Using Design-Based Learning and Project-Based Learning
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DOI：
10.1109/te.2022.3169532
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发表时间：
2022-05-04
影响因子：
2.6
通讯作者：
Gupta, Chetna
中科院分区：
文献类型：
--
作者：
Gupta, Chetna
本文通过基于设计的学习(DBL)和基于项目的学习(PBL)，展示了当今信息和通信技术(ICT)在软件工程(SE)课程教学中的影响。结果表明，DBL和PBL的整合在缩小行业差距方面产生了积极的影响，通过设计PBL活动提高了学生的表现、参与度和学习能力。背景：对于工程学毕业生来说，分析、设计、思考和验证复杂系统的相互作用是支持可持续发展目标的理想技能。通过互动授课时间和更多基于项目的活动来调整课程的授课方式，可以提高学生的参与度、表现和总体成就，以实现理想的项目学习结果(LOS)。预期结果：目标是通过关注软件行业面临的挑战，为学生提供如何应用批判性思维和创造力来指定、设计和验证软件系统的经验。应用程序设计：谷歌课堂被用来进行互动的课堂和辅导课程，设计各种PBL活动，交换信息，以及团队合作。在整个学期中，课程的所有学习和练习模块都与中级里程碑顺序联系在一起。研究结果：结果显示，在帮助学生获得知识、理解理论和实践概念方面取得了积极的结果。这些发现是基于学术结果、PBL活动和两项匿名调查。统计分析的结果表明，DBL和PBL在SE课程中对满足行业挑战、预期以及总体课程和课程LOS具有积极影响。
Contribution: This article demonstrates the impact of today's Information and Communication Technologies (ICT) in teaching software engineering (SE) course with design-based learning (DBL) and project-based learning (PBL). The results show a positive influence of integration of DBL and PBL in reducing industry gaps with improved student performance, engagement, and learning through designed PBL activities. Background: For an engineering graduate analysis, design, thinking, and validation of complex systems interactions is a desirable skill to support sustainability goals. A restructuring in delivery of the course through interactive lecture time and more project-based activities can improve students' engagement, performance, and overall achievement in attaining desirable program learning outcomes (LOs). Intended Outcome: The objective is to provide student learning with an experience on how to apply critical thinking and creativity to specify, design, and validate software systems by focusing on challenges faced in the software industry. Application Design: Google classroom was used to conduct interactive class and tutorial sessions, design various PBL activities, exchange information, and work in teams. Throughout the semester, all learning and practice modules of the course were linked sequentially with intermediate milestones. Findings: The results show a positive outcome in helping students in attaining the knowledge, and understanding of both theoretical and practical concepts. These findings are based on academic results, PBL activities, and two anonymous surveys. The findings of statistical analysis suggest a positive influence of DBL and PBL in SE course to meet industry challenges, expectations, and overall course and program LOs.