Total views : 409

Experiences Translating Project-Based Software Engineering Courses into Online Courses

Srividya K. Bansal *, Ajay Bansal

Affiliations

  • School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, TX, United States

DOI:

Abstract


Online education has seen an enormous growth in the last few years. In this paper we describe the design of three project-centric Software Engineering courses in an undergraduate software engineering program to be delivered online. The study examined three courses offered in face-to-face and online environments. The course goals, structure, learning objectives, and assessments were exactly the same. The courses were designed with hands-on and project-based activities in a cooperative learning environment using a Software enterprise pedagogical model. The paper presents a comparison of student performance on various course outcomes, working in teams, success/failure rates and lessons learned from translating a face-to-face course into an online course. These results can be useful to other educators and institutions in how to improve student learning outcomes and learner satisfaction in online environments and further improve quality of online course offerings.

Keywords

Online Education, Learn-By-Doing, Projectbased Learning, Software Engineering Education.

Full Text:

 |  (PDF views: 59)

References


  • Andhare, K., Dalrymple, O., & Bansal, S. (2012). Learning Objectives Feature for Instructional Module Development System. Presented at the PSW American Society for Engineering Education Conference, San Luis Obispo, California.

  • Bansal, S., Bansal, A., & Dalrymple, O. (2015). Outcome-based Education Model for Computer Science Education. Journal of Engineering Education Transformations, 28(2&3), 113–121.

  • Bansal, S., Dalrymple, O., & Bansal, A. (2015). Building Faculty Expertise in Outcome-based Education Curriculum Design. In Proceedings of Frontiers in Education Conference (FIE).

  • Burge, J. (2015). Insights into Teaching and Learning: Reflections on MOOC Experiences. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 600–603).

  • Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distributed Learning, 13(2), 26–44.

  • Cary, K. A. (2008). The software enterprise: Practicing best practices in software engineering education. International Journal of Engineering Education, 24(4), 705.

  • Estell, J. K. (2009). Streamlining the assessment process with the faculty course assessment report. International Journal of Engineering Education, 25(5), 941.

  • Gary, K., Lindquist, T., Bansal, S., & Ghazarian, A. (2013). A project spine for software engineering curricular design. In Software Engineering Education and Training (CSEE&T), 2013 IEEE 26th Conference on (pp. 299–303).

  • Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. Pearson Education.

  • Lin, P.-C., Hou, H.-T., Wang, S.-M., & Chang, K.-E. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110–121.

  • Mager, R. F. (1997). Preparing Instructional Objectives: A critical tool in the development of effective instruction 3rd edition. The Center for Effective Performance, Inc.

  • Phase, I. I., & others. (2005). Educating the Engineer of 2020:: Adapting Engineering Education to the New Century. National Academies Press.

  • Sheppard, S. D., Macatangay, K., Colby, A., & Sullivan, W. M. (2008). Educating engineers: Designing for the future of the field (Vol. 2). Jossey-Bass.

  • Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202.

  • Tseng, H. W., & Yeh, H.-T. (2013). Team members’ perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computers & Education, 63, 1–9.



DOI: