E-Learning, Online Training, And Education (OTE)

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    When is enough, enough? An Examination of Student Engagement when Watching Online Group Project Presentations
    ( 2022-01-04) Kumar, Manasvi ; Valacich, Joseph ; Jenkins, Jeff ; Kim, David
    In traditional face-to-face classes, conventional wisdom suggests that delivering and watching group project presentations is a valuable learning experience. In this research, we examine the limits of student engagement and learning in an asynchronous online context. Specifically, 249 undergraduate students were assigned to perform peer evaluations of multiple ten-minute project presentations. The online learning platform collected objective viewing behavior for each student, allowing us to use viewing time as a proxy for engagement. We also collected self-reported attitudes towards the assignment, finding that while students value providing feedback, they do not consider it a valuable use of their time. Students who engage more are also likely to receive a better final course grade. Finally, students exhibit different types of viewing behavior (i.e., personas) when evaluating multiple videos. Based on these results, we provide suggestions for improving the design of online group presentation and peer-review assignments.
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    Teaching Design Patterns Using Interactive Methods
    ( 2022-01-04) Yurtsever, Mehmet ; Tüzün, Eray
    Even though design patterns are one of the most important building blocks in the current software engineering ecosystem, computer science and software engineering graduates face trouble applying these patterns. To address this, we propose a tutorial and an online lab assessment method to solidify the idea of design patterns for students. The tutorial part integrates a live coding session. The online lab assessment consists of a three-stage process (designing a solution using a class diagram, peer review, and implementation) where students are expected to come up with a fully working solution using design patterns. The proposed approach is applied twice over two semesters to a total sum of 196 students. We discuss the effects of these interactive educational methods on learning by comparing pre-surveys, post-surveys and analyzing final grades. The analysis of the surveys shows that live coding is highly beneficial in enhancing the understanding of design patterns.
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    Mind the Gap: Reimagining an Interactive Programming Course for the Synchronous Hybrid Classroom
    ( 2022-01-04) Poskitt, Christopher M. ; Shim, Kyong Jin ; Lau, Yi Meng ; Ong, Hong Seng
    COVID-19 has significantly affected universities, forcing many courses to be delivered entirely online. As countries bring the pandemic under control, a potential way to safely resume some face-to-face teaching is the synchronous hybrid classroom, in which physically and remotely attending students are taught simultaneously. This comes with challenges, however, including the risk that remotely attending students perceive a 'gap' between their engagement and that of their physical peers. In this experience report, we describe how an interactive programming course was adapted to hybrid delivery in a way that mitigated this risk. Our solution centred on the use of a professional communication platform – Slack – to equalise participation opportunities and to facilitate peer learning. Furthermore, to mitigate 'Zoom fatigue', we implemented a semi-flipped classroom, covering concepts in videos and using shorter lessons to consolidate them. Finally, we critically reflect on the results of a student survey and our own experiences of implementing the solution.
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    Learn Smarter, Not Harder – Exploring the Development of Learning Analytics Use Cases to Create Tailor-Made Online Learning Experiences
    ( 2022-01-04) Ritz, Eva ; Grueneke, Timo
    Our world is significantly shaped by digitalization, fostering new opportunities for technology-mediated learning. Therefore, massive amounts of knowledge become available online. However, concurrently these formats entail less interaction and guidance from lecturers. Thus, learners need to be supported by intelligent learning tools that provide suitable knowledge in a tailored way. In this context, the use of learning analytics in its multifaceted forms is essential. Existing literature shows a proliferation of learning analytics use cases without a systematic structure. Based on a structured literature review of 42 papers we organized existing literature contributions systematically and derived four use cases: learning dashboards, individualized content, tutoring systems, and adaptable learning process based on personality. Our use cases will serve as a basis for a targeted scientific discourse and are valuable orientation for the development of future learning analytics use cases to give rise to the new form of Learning Experience Platforms.
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    Challenges (and Opportunities!) of a Remote Agile Software Engineering Project Course During COVID-19
    ( 2022-01-04) Matthies, Christoph ; Teusner, Ralf ; Perscheid, Michael
    COVID-19 and its immediate impacts on teaching activities have required changes from computer science educators worldwide. We switched our on-site courses to remote setups without detailed knowledge of what tools, techniques, and methods would work in different teaching contexts. A growing amount of experience reports on general best practices for remote teaching in higher education are available. However, university courses featuring practical software development projects present unique challenges regarding remote learning, as effective student collaboration is vital. In these courses, students tackle situations in the project and their team meetings that would also occur in real software projects experienced in industry settings. In this paper, we share our experiences on how we successfully adapted our software engineering project course to a remote setup, which challenges we observed in student teams and how they can be mitigated, and what (surprisingly) worked better than expected. Finally, we propose improvements that we expect will be beneficial not only for future remote-only but also for hybrid or on-site courses.