Teaching Software Quality Assurance (SQA) During COVID-19 Using the HyFlex Approach -- Course Design, Results, and Experiences

Tamaike Brown; Bastian Tenbergen

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: Software Engineering Division Technical Session 2
Tagged Division: Software Engineering Division
Page Count: 18
DOI: 10.18260/1-2--37820
Permanent URL: https://peer.asee.org/37820
Download Count: 765

Paper Authors

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Tamaike Brown State University of New York at Oswego

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Assistant Professor of Computer Science, Department of Computer Science, State University of New York at Oswego

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Bastian Tenbergen State University of New York at Oswego

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Bastian Tenbergen is an Assistant Professor for Software Engineering at the State University of New York at Oswego, where he researches conceptual modeling, context, and requirements engineering of autonomous safety-critical systems as well as software engineering education. He holds a B.Sc. in Cognitive Science, an M.A. in Human Computer Interaction, and a Ph.D. in Computer Science.

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Abstract

Teaching Software Quality Assurance (SQA) During COVID-19 using the HyFlex Approach -- Course Design, Results, and Experiences

Abstract This full paper discusses the HyFlex pedagogical approach to teaching a highly interactive face-to-face Software Quality Assurance (SQA) course during the COVID-19 pandemic. HyFlex, short for hybrid-flexibility, is a teaching model where instructors and students have the option to attend scheduled courses face-to-face (F2F) or remotely. In this teaching model the learning outcomes for the course remain the same for all who enroll irrespective of the mode of attendance. This poses significant challenges for the instructor, as the learning outcomes have to be delivered in different modalities, but with the same quality. This is particularly difficult in SQA courses, as these require instruction in formal methods as well as systematic justification of engineering choices, both of which are best facilitated in a face-to-face fashion. Our HyFlex SQA approach consists of lectures (in class, with video recordings), face-to-face activities, group assignments (blackboard), group projects (blackboard), and exams (blackboard). During the lecture period, the instructor delivers content in the form of lecture slides and writing on a whiteboard. Think-Pair-Share (TPS) is an active learning technique in which students are allocated adequate time to think individually on a task posed by the instructor, followed by pair discussion and then as a class discussion. The task given by the instructor is of similar complexity to that which is covered as an example during lecture. Face-to-face activities involve students participating in TPS by working collaboratively as a group on tasks that correspond with concepts covered in the PowerPoint lecture. This way students learn from each other by thinking individually then sharing ideas in the classroom thus contributing to better understanding of course content. For assignments and projects students are allocated a portion of the class time to meet with group members and discuss their activities. Groups also have the option to ask the instructor questions aloud that will help other groups to complete their assignments and projects successfully. Delivering these in a hybrid format was required during the fall of 2020 due to COVID-19 restrictions. The results show an average, but not significant, decrease in students’ performance during fall 2020. We also noted a lower enrollment, higher participatory effort on both instructors and students, and a subjectively decreased feeling of collaboration. In this paper we adopted a HyFlex teaching model that incorporates reduced F2F seating, educational tools such as blackboard, blackboard collaboration, panopto, google docs, google meet, and zoom. We conclude by discussing some challenges experienced with HyFlex teaching model and recommendations for adopting the teaching model by other instructors who teach CS courses that involve a considerable amount of group activities.

Citation
Format

Brown, T., & Tenbergen, B. (2021, July), Teaching Software Quality Assurance (SQA) During COVID-19 Using the HyFlex Approach -- Course Design, Results, and Experiences Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37820

TY - CPAPER
AB - Teaching Software Quality Assurance (SQA) During COVID-19 using the HyFlex Approach -- Course Design, Results, and Experiences

Abstract
This full paper discusses the HyFlex pedagogical approach to teaching a highly interactive face-to-face Software Quality Assurance (SQA) course during the COVID-19 pandemic. HyFlex, short for hybrid-flexibility, is a teaching model where instructors and students have the option to attend scheduled courses face-to-face (F2F) or remotely. In this teaching model the learning outcomes for the course remain the same for all who enroll irrespective of the mode of attendance. This poses significant challenges for the instructor, as the learning outcomes have to be delivered in different modalities, but with the same quality. This is particularly difficult in SQA courses, as these require instruction in formal methods as well as systematic justification of engineering choices, both of which are best facilitated in a face-to-face fashion. Our HyFlex SQA approach consists of lectures (in class, with video recordings), face-to-face activities, group assignments (blackboard), group projects (blackboard), and exams (blackboard). During the lecture period, the instructor delivers content in the form of lecture slides and writing on a whiteboard. Think-Pair-Share (TPS) is an active learning technique in which students are allocated adequate time to think individually on a task posed by the instructor, followed by pair discussion and then as a class discussion. The task given by the instructor is of similar complexity to that which is covered as an example during lecture. Face-to-face activities involve students participating in TPS by working collaboratively as a group on tasks that correspond with concepts covered in the PowerPoint lecture. This way students learn from each other by thinking individually then sharing ideas in the classroom thus contributing to better understanding of course content. For assignments and projects students are allocated a portion of the class time to meet with group members and discuss their activities. Groups also have the option to ask the instructor questions aloud that will help other groups to complete their assignments and projects successfully. Delivering these in a hybrid format was required during the fall of 2020 due to COVID-19 restrictions. The results show an average, but not significant, decrease in students’ performance during fall 2020. We also noted a lower enrollment, higher participatory effort on both instructors and students, and a subjectively decreased feeling of collaboration. In this paper we adopted a HyFlex teaching model that incorporates reduced F2F seating, educational tools such as blackboard, blackboard collaboration, panopto, google docs, google meet, and zoom. We conclude by discussing some challenges experienced with HyFlex teaching model and recommendations for adopting the teaching model by other instructors who teach CS courses that involve a considerable amount of group activities.

AU - Tamaike Brown
AU - Bastian Tenbergen
CY - Virtual Conference
DA - 2021/07/26
PB - ASEE Conferences
TI - Teaching Software Quality Assurance (SQA) During COVID-19 Using the HyFlex Approach -- Course Design, Results, and Experiences
UR - https://peer.asee.org/37820
DO - 10.18260/1-2--37820
ER -