Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter J. Clarke, Florida International University; Mandayam Thirunarayanan, Florida International University; Sai Chaithra Allala, Florida International University; Juan Pablo Sotomayor, Florida International University; Monique S. Ross, Florida International University

Tagged Divisions

Software Engineering Division

23.6% 8.3% 16.5% 8.1% 43.5%the syllabus from the instructor that taught most of the course sections in the recent past, therequirements of the course are as follows. The course consist of 7 modules, 4 assignments (25%),one midterm exam (35%), and on final cumulative exam (40%). In addition, the students arerequired to read chapters from the text book and work on other hands-on exercises (without agrade). The assignments are expected to be completed on an individual basis and are due every 2-4weeks. The textbook used in the DS class is “Data Structures and Algorithm Analysis in Java” byMark Weiss [26]. The course was taught as both a F2F class and an online class. Additional studentexpectations of the

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kyle D. Feuz, Weber State University; Linda DuHadway, Weber State University; Hugo Edilberto Valle, Weber State University; Richard C. Fry, Weber State University; Kim Marie Murphy, Weber State University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

format. For example, in a face-to-face format, collaboration and pairprogramming works well. Some instructors have even been successful implementing distributedpair programming in an online course [5]. However, in a flexible schedule, online format (Flex),the implementation of these activities is particularly challenging. In the Flex format, studentsstart the course at different points in the semester, work at their own pace and may not beworking on the same module at the same time. The asynchronous nature of the class makes itparticularly difficult for students to interact with each other. We propose the use of discussionboards within the learning management system to help create peer-to-peer code sharingexperiences in a Flex class. In this