Schilling, W. W. (2016, June), The Integration of Novel Forms of Feedback into Software Engineering Courses  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26197

\bibitem{asee_peer_26197}
  Schilling, W. W. (2016, June), \emph{The Integration of Novel Forms of Feedback into Software Engineering Courses}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26197

Walter W Schilling Jr..  "The Integration of Novel Forms of Feedback into Software Engineering Courses".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26197 Internet.  11 Jan, 2025

\bibitem{asee_peer_26197}
  Walter W Schilling Jr..
  "The Integration of Novel Forms of Feedback into Software Engineering Courses".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26197 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_26197
author = "Walter W Schilling Jr."
title = "The Integration of Novel Forms of Feedback into Software Engineering Courses"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26197}
number = {10.18260/p.26197}
}

TY  - CPAPER
AB  - Software Engineering students exhibit a wide array of learning styles across the perception, input, organization, processing, and understanding dimensions. To improve students’ performance in the classroom, many techniques have been developed to address these variances.  Active learning has a long history of usage in the software engineering classroom, and the disciplines strong history of diagramming and visual representations have been very supportive to the large percentage of students who are visual learners.  Coaching by faculty in project based courses also is common in the discipline. However, when it comes to providing feedback to students on formally submitted assignments, the main method employed is still written comment, which is not conducive to visual learners. Written comments are embedded in source and marked on design diagrams, using annotations or colors to distinguish them from the original work.  This method is most prevalent in the community because overall, it is the simplest form of feedback that a faculty member can provide to students.  However, written feedback is often highly ineffective at improving student performance, as many students simply do not read the comments because the students feel they are not relevant to their performance.

This survey paper presents an assessment of an alternative methods of   providing feedback to students using audio-visual techniques. In lieu of written feedback, students are provided feedback for software engineering exercises through the use of short multimedia files.  The article describes the pedagogical foundations for the technique, specifics of the technique used, student perceptions of the technique, and an assessment of the learning gains from using such a method across several software engineering courses. In general, students are shown to prefer the technique versus traditional grading, and an improvement in overall outcomes for the course is shown to exist as well.

AU  - Walter W Schilling Jr.
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - The Integration of Novel Forms of Feedback into Software Engineering Courses
UR  - https://peer.asee.org/26197
DO  - 10.18260/p.26197
ER  -