Agile Software Development Education in Hybrid Learning Environments
Tripathi, Nirnaya; Behutiye, Woubshet; Isomursu, Minna
CEUR-WS.org
Tripathi, N., Behitiye, W., & Isomursu, M. (2024). Agile software development education in hybrid learning environments. In J. Kasurinen, T. Päivärinta, & T. Vartiainen (Eds.), Proceedings of the Annual Doctoral Symposium of Computer Science 2024. CEUR workshop proceedings, 3776, 1-11.
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© 2024 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
https://creativecommons.org/licenses/by/4.0/
© 2024 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202411016561
https://urn.fi/URN:NBN:fi:oulu-202411016561
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Abstract
Educational institutions have begun implementing a hybrid teaching approach that incorporates both online and in-person learning to provide students with greater flexibility in learning. Although a significant amount of literature is available to help understand how software engineering education can be conducted in hybrid settings, empirical research on how Agile software development (ASD) can be effectively taught in such settings is lacking. This study aims to address such a gap by presenting a case of software processes and the Agile method course in hybrid settings, providing knowledge to help educators align with the current needs of the software industry and educational institutions. The authors report their three years of experience conducting a hybrid course, and they share students perceptions of hybrid teaching. The study discusses a course design that uses constructive alignment to achieve the intended learning outcomes in a hybrid teaching setting. It also explores the challenges faced while teaching in such settings and provides corresponding recommendations. The research includes a data analysis revealing students satisfaction with the overall course. By providing a comprehensive analysis and practical recommendations, this study aims to advance ASD education in hybrid settings, aligning academic efforts with evolving trends in the field of software.
Educational institutions have begun implementing a hybrid teaching approach that incorporates both online and in-person learning to provide students with greater flexibility in learning. Although a significant amount of literature is available to help understand how software engineering education can be conducted in hybrid settings, empirical research on how Agile software development (ASD) can be effectively taught in such settings is lacking. This study aims to address such a gap by presenting a case of software processes and the Agile method course in hybrid settings, providing knowledge to help educators align with the current needs of the software industry and educational institutions. The authors report their three years of experience conducting a hybrid course, and they share students perceptions of hybrid teaching. The study discusses a course design that uses constructive alignment to achieve the intended learning outcomes in a hybrid teaching setting. It also explores the challenges faced while teaching in such settings and provides corresponding recommendations. The research includes a data analysis revealing students satisfaction with the overall course. By providing a comprehensive analysis and practical recommendations, this study aims to advance ASD education in hybrid settings, aligning academic efforts with evolving trends in the field of software.
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