A Personalized-based Study Guides Tool for Software Engineering Flipped Classes
Resumo
Teaching Software Engineering (SE) poses challenges due to diverse levels of student knowledge. Active methods like Flipped Classrooms and Adaptive Learning can enhance SE learning. Flipped Classrooms involve pre-class study and in-class problem-solving, and Adaptive Learning tailors content to individual student needs. Our research mixes these approaches by introducing a personalized study guide tool. It’s a web-based platform for creating customized study guides for SE Flipped Classes. The tool adapts the guide content based on student’s performance and engagement. Within the tool, teachers set rules for content adaptation, focusing on class preparation and gaining insights into student progress. We evaluated the personalized study guides from three perspectives: perceptions, motivations, and achievements. The evaluation in a software requirements lesson with 22 students showed a significant improvement in scores and received positive feedback from students. Our tool has the potential to support the enhancement of SE education through personalized study guides in Flipped Classrooms.
Palavras-chave:
Flipped classroom, Software engineering teaching, Tool, Personalized learning
Referências
Gökçe Akçayır and Murat Akçayır. 2018. The flipped classroom: A review of its advantages and challenges. Computers & Education 126, 334–345.
Deniz Akdur. 2022. Analysis of software engineering skills gap in the industry. ACM Transactions on Computing Education 23, 1, 1–28.
Pedro Araújo, Cecília Costa, Windson Viana, Nécio de Lima Veras, and Eder JP Farias. 2020. Automatic Personalisation of Study Guides in Flipped Classroom: A Case Study in a Distributed Systems Course. In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 1–9.
Pedro Araujo, Windson Viana, Necio Veras, and José Aires de Castro Filho. 2018. Aprendizagem Adaptativa em Aulas Invertidas de Sistemas Distribuídos: um estudo de caso apoiado no G Suite. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), Vol. 29. 328.
Pedro Araujo, Windson Viana, Necio Veras, Eder Jacques Farias, and José Aires de Castro Filho. 2019. Exploring students perceptions and performance in flipped classroom designed with adaptive learning techniques: A study in distributed systems courses. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), Vol. 30. 219.
Pedro Teixeira de Araújo. 2019. FCTOOL: uma ferramenta para a geração de roteiros adaptativos de aulas invertidas de sistemas distribuídos.
Eduardo Fernandes Barbosa and Dácio Guimarães de Moura. 2013. Metodologias ativas de aprendizagem na educação profissional e tecnológica. Boletim Técnico do Senac 39, 2, 48–67.
Jonathan Bergmann and Aaron Sams. 2012. Flip your classroom: Reach every student in every class every day. International society for technology in education. [link]
Mustafa Cevikbas and Gabriele Kaiser. 2022. Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study. Sustainability 14, 18, 11393.
Hakan Erdogmus, Soniya Gadgil, and Cecile Peraire. 2019. Introducing low-stakes just-in-time assessments to a flipped software engineering course. In Proceedings of the 52nd Hawaii International Conference on System Sciences.
Hakan Erdogmus and Cécile Péraire. 2017. Flipping a graduate-level software engineering foundations course. In 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSESEET). IEEE, 23–32.
Mary Forehand. 2010. Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology 41, 4, 47–56.
Gerald Gannod, Janet Burge, and Michael Helmick. 2008. Using the inverted classroom to teach software engineering. In 2008 ACM/IEEE 30th International Conference on Software Engineering. IEEE, 777–786.
Olena Glazunova, Tetiana Voloshyna, Valentyna Korolchuk, and Oleksandra Parhomenko. 2020. Cloud-oriented environment for flipped learning of the future IT specialists. E3SWC 166, 10014.
Lucas Gren. 2020. A Flipped Classroom Approach to Teaching Empirical Software Engineering. IEEE Transactions on Education.
M Haider, A Sinha, and B Chaudhary. 2010. An Investigation of relationship between learning styles and performance of learners. International Journal of Engineering Science and Technology 2, 7, 2813–2819.
Salah Hammami and Hassen Mathkour. 2015. Adaptive e-learning system based on agents and object petri nets (AELS-A/OPN). Computer applications in engineering education 23, 2, 170–190.
Lu-Ho Hsia, Yen-Nan Lin, and Gwo-Jen Hwang. 2021. A creative problem solvingbased flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology 52, 4, 1771–1787.
Gwo-Jen Hwang, Shao-Chen Chang, Yanjie Song, and Min-Chuan Hsieh. 2020. Powering up flipped learning: An online learning environment with a concept map-guided problem-posing strategy. Journal of Computer Assisted Learning.
Gwo-Jen Hwang, Chih-Hung Chen, and Wen-Hui Chen. 2022. A concept mapping-based prediction-observation-explanation approach to promoting students’ flipped learning achievements and perceptions. Educational technology research and development, 1–20.
Philip Kerr. 2016. Adaptive learning. Elt Journal 70, 1, 88–93.
Pang Nai Kiat and Yap Tat Kwong. 2014. The flipped classroom experience. In 2014 IEEE 27th Conference on Software Engineering Education and Training (CSEE&T). IEEE, 39–43.
Min Kyu Kim, So Mi Kim, Otto Khera, and Joan Getman. 2014. The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education 22, 37–50.
Rensis Likert. 1932. A technique for the measurement of attitudes. Archives of psychology.
José Lima, Fernanda Alencar, and Wylliams Santos. 2021. A Preliminary Guide for Assertive Selection of Active Methodologies in Software Engineering Education. In Brazilian Symposium on Software Engineering. 170–179.
Hui-Chen Lin, Gwo-Jen Hwang, and Yaw-Don Hsu. 2019. Effects of ASQ-based flipped learning on nurse practitioner learners’ nursing skills, learning achievement and learning perceptions. Computers & Education 139, 207–221.
Omar M Mahasneh. 2020. The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students. Research in Learning Technology 28.
Mary Lou Maher, Celine Latulipe, Heather Lipford, and Audrey Rorrer. 2015. Flipped classroom strategies for CS education. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education. ACM, 218–223.
Gregory S Mason, Teodora Rutar Shuman, and Kathleen E Cook. 2013. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upperdivision engineering course. IEEE transactions on education 56, 4, 430–435.
Bruce R Maxim, Thomas Limbaugh, and Jeffrey J Yackley. 2021. Student Engagement in an Online Software Engineering Course. In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 1–9.
Jeffrey J McConnell. 1996. Active learning and its use in computer science. ACM SIGCSE Bulletin 28, SI, 52–54.
Sofia Ouhbi and Nuno Pombo. 2020. Software Engineering Education: Challenges and Perspectives. In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 202–209.
Hacer Özyurt and Özcan Özyurt. 2018. Analyzing the effects of adapted flipped classroom approach on computer programming success, attitude toward programming, and programming self-efficacy. Computer Applications in Engineering Education 26, 6, 2036–2046.
Nicolás Martín Paez. 2017. A flipped classroom experience teaching software engineering. In 2017 IEEE/ACM 1st InternationalWorkshop on Software Engineering Curricula for Millennials (SECM). IEEE, 16–20.
Paul R Pintrich et al. 1991. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Amy Roehl, Shweta Linga Reddy, and Gayla Jett Shannon. 2013. The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences 105, 2, 44–49.
Per Runeson, Martin Host, Austen Rainer, and Bjorn Regnell. 2012. Case study research in software engineering: Guidelines and examples. John Wiley & Sons.
Michael D Ryan and Scott A Reid. 2016. Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education 93, 1, 13–23.
Patrick Schober, Christa Boer, and Lothar A Schwarte. 2018. Correlation coefficients: appropriate use and interpretation. Anesthesia & analgesia 126, 5, 1763–1768.
David Schultz, Stacy Duffield, Seth C Rasmussen, and Justin Wageman. 2014. Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of chemical education 91, 9, 1334–1339.
Egon Teiniker and Gerhard Seuchter. 2020. Improving the Flipped Classroom Model by the Use of Inductive Learning. In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 512–520.
JR Van Seters, MA Ossevoort, J Tramper, and Martin J Goedhart. 2012. The influence of student characteristics on the use of adaptive e-learning material. Computers & Education 58, 3, 942–952.
Simona Vasilache. 2021. Suddenly Online: Active Learning Implementation Strategies During Remote Teaching of a Software Engineering Course. In International Conference on Interactive Collaborative Learning. Springer, 395–402.
Nécio L Veras, Lincoln S Rocha, and Windson Viana. 2020. Flipped Classroom in Software Engineering: A Systematic Mapping Study. In Proceedings of the 34th Brazilian Symposium on Software Engineering. 720–729.
Mark von Rosing, Stephen White, Fred Cummins, and Henk de Man. 2015. Business Process Model and Notation-BPMN.
Claes Wohlin, Per Runeson, Martin Höst, Magnus C Ohlsson, Björn Regnell, and Anders Wesslén. 2012. Experimentation in software engineering. Springer Science & Business Media.
Deniz Akdur. 2022. Analysis of software engineering skills gap in the industry. ACM Transactions on Computing Education 23, 1, 1–28.
Pedro Araújo, Cecília Costa, Windson Viana, Nécio de Lima Veras, and Eder JP Farias. 2020. Automatic Personalisation of Study Guides in Flipped Classroom: A Case Study in a Distributed Systems Course. In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 1–9.
Pedro Araujo, Windson Viana, Necio Veras, and José Aires de Castro Filho. 2018. Aprendizagem Adaptativa em Aulas Invertidas de Sistemas Distribuídos: um estudo de caso apoiado no G Suite. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), Vol. 29. 328.
Pedro Araujo, Windson Viana, Necio Veras, Eder Jacques Farias, and José Aires de Castro Filho. 2019. Exploring students perceptions and performance in flipped classroom designed with adaptive learning techniques: A study in distributed systems courses. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), Vol. 30. 219.
Pedro Teixeira de Araújo. 2019. FCTOOL: uma ferramenta para a geração de roteiros adaptativos de aulas invertidas de sistemas distribuídos.
Eduardo Fernandes Barbosa and Dácio Guimarães de Moura. 2013. Metodologias ativas de aprendizagem na educação profissional e tecnológica. Boletim Técnico do Senac 39, 2, 48–67.
Jonathan Bergmann and Aaron Sams. 2012. Flip your classroom: Reach every student in every class every day. International society for technology in education. [link]
Mustafa Cevikbas and Gabriele Kaiser. 2022. Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study. Sustainability 14, 18, 11393.
Hakan Erdogmus, Soniya Gadgil, and Cecile Peraire. 2019. Introducing low-stakes just-in-time assessments to a flipped software engineering course. In Proceedings of the 52nd Hawaii International Conference on System Sciences.
Hakan Erdogmus and Cécile Péraire. 2017. Flipping a graduate-level software engineering foundations course. In 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSESEET). IEEE, 23–32.
Mary Forehand. 2010. Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology 41, 4, 47–56.
Gerald Gannod, Janet Burge, and Michael Helmick. 2008. Using the inverted classroom to teach software engineering. In 2008 ACM/IEEE 30th International Conference on Software Engineering. IEEE, 777–786.
Olena Glazunova, Tetiana Voloshyna, Valentyna Korolchuk, and Oleksandra Parhomenko. 2020. Cloud-oriented environment for flipped learning of the future IT specialists. E3SWC 166, 10014.
Lucas Gren. 2020. A Flipped Classroom Approach to Teaching Empirical Software Engineering. IEEE Transactions on Education.
M Haider, A Sinha, and B Chaudhary. 2010. An Investigation of relationship between learning styles and performance of learners. International Journal of Engineering Science and Technology 2, 7, 2813–2819.
Salah Hammami and Hassen Mathkour. 2015. Adaptive e-learning system based on agents and object petri nets (AELS-A/OPN). Computer applications in engineering education 23, 2, 170–190.
Lu-Ho Hsia, Yen-Nan Lin, and Gwo-Jen Hwang. 2021. A creative problem solvingbased flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology 52, 4, 1771–1787.
Gwo-Jen Hwang, Shao-Chen Chang, Yanjie Song, and Min-Chuan Hsieh. 2020. Powering up flipped learning: An online learning environment with a concept map-guided problem-posing strategy. Journal of Computer Assisted Learning.
Gwo-Jen Hwang, Chih-Hung Chen, and Wen-Hui Chen. 2022. A concept mapping-based prediction-observation-explanation approach to promoting students’ flipped learning achievements and perceptions. Educational technology research and development, 1–20.
Philip Kerr. 2016. Adaptive learning. Elt Journal 70, 1, 88–93.
Pang Nai Kiat and Yap Tat Kwong. 2014. The flipped classroom experience. In 2014 IEEE 27th Conference on Software Engineering Education and Training (CSEE&T). IEEE, 39–43.
Min Kyu Kim, So Mi Kim, Otto Khera, and Joan Getman. 2014. The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education 22, 37–50.
Rensis Likert. 1932. A technique for the measurement of attitudes. Archives of psychology.
José Lima, Fernanda Alencar, and Wylliams Santos. 2021. A Preliminary Guide for Assertive Selection of Active Methodologies in Software Engineering Education. In Brazilian Symposium on Software Engineering. 170–179.
Hui-Chen Lin, Gwo-Jen Hwang, and Yaw-Don Hsu. 2019. Effects of ASQ-based flipped learning on nurse practitioner learners’ nursing skills, learning achievement and learning perceptions. Computers & Education 139, 207–221.
Omar M Mahasneh. 2020. The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students. Research in Learning Technology 28.
Mary Lou Maher, Celine Latulipe, Heather Lipford, and Audrey Rorrer. 2015. Flipped classroom strategies for CS education. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education. ACM, 218–223.
Gregory S Mason, Teodora Rutar Shuman, and Kathleen E Cook. 2013. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upperdivision engineering course. IEEE transactions on education 56, 4, 430–435.
Bruce R Maxim, Thomas Limbaugh, and Jeffrey J Yackley. 2021. Student Engagement in an Online Software Engineering Course. In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 1–9.
Jeffrey J McConnell. 1996. Active learning and its use in computer science. ACM SIGCSE Bulletin 28, SI, 52–54.
Sofia Ouhbi and Nuno Pombo. 2020. Software Engineering Education: Challenges and Perspectives. In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 202–209.
Hacer Özyurt and Özcan Özyurt. 2018. Analyzing the effects of adapted flipped classroom approach on computer programming success, attitude toward programming, and programming self-efficacy. Computer Applications in Engineering Education 26, 6, 2036–2046.
Nicolás Martín Paez. 2017. A flipped classroom experience teaching software engineering. In 2017 IEEE/ACM 1st InternationalWorkshop on Software Engineering Curricula for Millennials (SECM). IEEE, 16–20.
Paul R Pintrich et al. 1991. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Amy Roehl, Shweta Linga Reddy, and Gayla Jett Shannon. 2013. The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences 105, 2, 44–49.
Per Runeson, Martin Host, Austen Rainer, and Bjorn Regnell. 2012. Case study research in software engineering: Guidelines and examples. John Wiley & Sons.
Michael D Ryan and Scott A Reid. 2016. Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education 93, 1, 13–23.
Patrick Schober, Christa Boer, and Lothar A Schwarte. 2018. Correlation coefficients: appropriate use and interpretation. Anesthesia & analgesia 126, 5, 1763–1768.
David Schultz, Stacy Duffield, Seth C Rasmussen, and Justin Wageman. 2014. Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of chemical education 91, 9, 1334–1339.
Egon Teiniker and Gerhard Seuchter. 2020. Improving the Flipped Classroom Model by the Use of Inductive Learning. In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 512–520.
JR Van Seters, MA Ossevoort, J Tramper, and Martin J Goedhart. 2012. The influence of student characteristics on the use of adaptive e-learning material. Computers & Education 58, 3, 942–952.
Simona Vasilache. 2021. Suddenly Online: Active Learning Implementation Strategies During Remote Teaching of a Software Engineering Course. In International Conference on Interactive Collaborative Learning. Springer, 395–402.
Nécio L Veras, Lincoln S Rocha, and Windson Viana. 2020. Flipped Classroom in Software Engineering: A Systematic Mapping Study. In Proceedings of the 34th Brazilian Symposium on Software Engineering. 720–729.
Mark von Rosing, Stephen White, Fred Cummins, and Henk de Man. 2015. Business Process Model and Notation-BPMN.
Claes Wohlin, Per Runeson, Martin Höst, Magnus C Ohlsson, Björn Regnell, and Anders Wesslén. 2012. Experimentation in software engineering. Springer Science & Business Media.
Publicado
22/04/2024
Como Citar
VERAS, Necio; ROCHA, Lincoln; VIANA, Windson.
A Personalized-based Study Guides Tool for Software Engineering Flipped Classes. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 4. , 2024, Evento Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 31-41.
DOI: https://doi.org/10.5753/educomp.2024.237402.
