WIP: Managing and Assessing Students in Hybrid Software Project Classes
- Conference
- Location
-
Portland, Oregon
- Publication Date
-
June 23, 2024
- Start Date
-
June 23, 2024
- End Date
-
July 12, 2024
- Conference Session
- Tagged Division
-
Software Engineering Division (SWED)
- Permanent URL
-
https://peer.asee.org/48313
Paper Authors
Bruce R Maxim
University of Michigan, Dearborn
orcid.org/0000-0002-0979-7787
Bruce R. Maxim has worked as a software engineer, project manager, professor, author, and consultant for more than forty years. His research interests include software engineering, human computer interaction, game design, virtual reality, AI
Bency Thomas University of Michigan, Dearborn
Bency Thomas is a Computer and Information Science graduate student at the University of Michigan-Dearborn. She has previously worked as a Software Engineer and later as a Team Lead at The Shams Group. She has contributed to educational initiatives as a teaching fellow at Teach For India.
Belen A Garcia University of Michigan, Dearborn
Belen A. Garcia is an instructional designer at the University of Michigan Dearborn. She earned her Ph.D. in Learning Design and Technology with a focus on engineering education from Purdue University. In her dissertation research, she investigated how middle school students built sustainable virtual cities and the effect on their environmental attitudes. She has taught college courses in interdisciplinary studies, educational technology and Spanish. Previously, she taught German at the high school level. Her research interests lie at the intersection of online learning, game-based learning, and emergent technologies for STEM or language learning.
Abstract
One of the authors teaches two courses focused on software engineering and game development. Each of these courses has in-person and asynchronous online students taught as a single course by the same instructor. Using active learning and authentic assessment techniques, the authors sought to improve the students’ levels of engagement. The students in both courses learn to use agile software engineering practices to deliver incremental software prototypes. Students in both courses were given surveys measuring their sense of belonging, levels of intrinsic motivation, and belief in growth mindset. No significant differences were found between the online and in-person students from either course on these measures. The online and in-person students were surveyed at the conclusion of their courses to measure their perceived levels of engagement with course activities. No significant differences were found between the in-person students and online students in either course. We did find significant differences favoring the in-person students on the performance measures in the game design course, but not in the software engineering course.
Maxim, B. R., & Thomas, B., & Garcia, B. A. (2024, June), WIP: Managing and Assessing Students in Hybrid Software Project Classes Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48313
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015