Maxim, B., & Limbaugh, T., & Yackley, J. (2022, August), Socially Distant Active Learning and Student Engagement in Software Engineering Courses  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40579

\bibitem{asee_peer_40579}
  Maxim, B., \& Limbaugh, T., \& Yackley, J. (2022, August), \emph{Socially Distant Active Learning and Student Engagement in Software Engineering Courses}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40579

Bruce Maxim, Thomas Limbaugh, and Jeffrey Yackley.  "Socially Distant Active Learning and Student Engagement in Software Engineering Courses".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40579 Internet.  29 Jun, 2024

\bibitem{asee_peer_40579}
  Bruce Maxim, Thomas Limbaugh, and Jeffrey Yackley.
  "Socially Distant Active Learning and Student Engagement in Software Engineering Courses".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40579 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_40579
author = "Bruce Maxim, Thomas Limbaugh, and Jeffrey Yackley"
title = "Socially Distant Active Learning and Student Engagement in Software Engineering Courses"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40579}
number = {10.18260/1-2--40579}
}

TY  - CPAPER
AB  - Often, activities developed for face-to-face delivery of software engineering topics cannot be used without modification in the online delivery of course materials. Following Covid protocols in face-to-face classes also requires modification of active learning course materials. This paper describes the authors’ experiences during the past three years using active learning materials in a face-to-face software engineering course with and without social distancing. As well as their experiences teaching both synchronous and asynchronous online versions of the same course. The project team critically examined existing active learning materials used for face-to-face delivery of the course and adapted them for use in online and socially distanced face-to-face course delivery during Fall 2021. The authors monitored the levels of student engagement in each group and surveyed individual students to measure their perceived levels of engagement with course activities. Our assessment data suggests that students attending face-to-face class meetings (with or without social distancing) felt more engaged with the active learning course materials than those taking the class online. Students interacting with the active learning course materials, whether face-to-face or though Zoom breakout rooms, felt more engaged with the course materials than they would have in a traditional online lecture course. Students receiving in-person instruction tended to have fewer missing assignments and provided higher course evaluations than students completing the course activities online.

AU  - Bruce Maxim
AU  - Thomas Limbaugh
AU  - Jeffrey Yackley
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Socially Distant Active Learning and Student Engagement in Software Engineering Courses
UR  - https://peer.asee.org/40579
DO  - 10.18260/1-2--40579
ER  -