Integrating Experiential Learning, Distance Education, and Extension Curricularization in an Undergraduate Systems Analysis and Development Program
Abstract
Experiential learning is a well-established pedagogical approach that enhances student engagement and skill development through direct application. While widely adopted in in-person education, its integration into distance education remains underexplored, particularly in software engineering extension programs. This experience report investigates student perceptions of an experiential learning-based extension project within a distance education setting, specifically in a Systems Analysis and Development undergraduate program in Brazil. Using a mixed-methods approach, we analyzed student perceptions (from questionnaires and final reports) and the coordinating professor’s reflective observations. Our findings reveal that experiential learning in distance education fosters both technical proficiency (e.g., software development practices and agile methodologies) and professional identity formation (e.g., teamwork, communication, and project management skills). However, challenges such as balancing autonomy and guidance, remote collaboration barriers, and time management struggles emerged as obstacles. Our study contributes by offering actionable lessons for integrating experiential learning into software engineering distance education through the curricularization of extension.
Keywords:
Experiential Learning, Distance Education, Curricularization of Extension
References
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Allysson Allex Araújo, Isaac Farias, Victor Gonçalves, Rodrigo Santos, Davi Viana, and Igor Steinmacher. 2024. dataWASHES - Towards an Application Programming Interface ofWASHES proceedings data. InWorkshop sobre Aspectos Sociais, Humanos e Econômicos de Software (WASHES). SBC, 158–162.
Allysson Allex Araújo, Marcos Kalinowski, and Maria Teresa Baldassarre. 2025. Embracing Experiential Learning: Hackathons as an Educational Strategy for Shaping Soft Skills in Software Engineering. arXiv preprint arXiv:2502.07950 (2025).
Allysson Allex Araújo, Davi Viana, and Marcos Kalinowski. 2025. Supporting dataset. Available at: DOI: 10.5281/zenodo.15446682.
Eucidio Pimenta Arruda and Durcelina Ereni Pimenta Arruda. 2015. Educação à distância no Brasil: políticas públicas e democratização do acesso ao ensino superior. Educação em revista 31, 3 (2015), 321–338.
Monalessa P Barcellos, Vítor E Silva Souza, Patrícia Dockhorn Costa, and Camila Zacche de Aguiar. 2024. Using Extension Projects to Improve Software Engineering Education and Software Quality: The Experience of the “Ricardo de Almeida Falbo” Software Engineering Practices Laboratory. In Proceedings of the XXIII Brazilian Symposium on Software Quality. 552–562.
Julio Bertolin, Tristan McCowan, and Helio Radke Bittencourt. 2021. Expansion of the distance modality in brazilian higher education: implications for quality and equity. Higher Education Policy 36, 2 (2021), 231.
Edwin Blake and William Tucker. 2006. Socially aware software engineering for the developing world. (2006).
Andréa Sabedra Bordin. 2024. Ensino de Processo de Software em Colaboração com Empresas: Uma Experiência Potencialmente Extensionista. In Simpósio Brasileiro de Educação em Computação (EDUCOMP). SBC, 153–160.
Maria Elisa Ehrhardt Carbonari and Adriana Camargo Pereira. 2007. A extensão universitária no Brasil, do assistencialismo à sustentabilidade. Revista de Educação 10, 10 (2007).
Dianne Chambers and Rodrigo Hübner Mendes. 2024. Inclusive Education in Brazil: The Potential of Technology to Facilitate Inclusive Practice. In Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges. Emerald Publishing Limited, 33–44.
Ferdinand Ndifor Che, Narasimha Rao Vajjhala, and Kenneth David Strang. 2021. Perceived Student Learning, Attitudes And Experiential Learning In Software Engineering Education. In 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 1–6.
Amit K Chopra and Munindar P Singh. 2016. From social machines to social protocols: Software engineering foundations for sociotechnical systems. In Proceedings of the 25th International Conference on World Wide Web. 903–914.
Stefan C Christov and Mark E Hoffman. 2019. Experiential learning of software project management and software development via course collaboration. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education. 160–166.
Thelma Colanzi, Leandro Silva, Andressa Medeiros, Paulo Gonçalves, Eniuce Souza, Douglas Farias, and Greicy Amaral. 2023. Practicing the Extension in Software Engineering Education: an Experience Report. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 514–523.
Cyril M Coupal and Kelvin Boechler. 2007. The value of agile in experiential learning of software development. In Agile 2007 (AGILE 2007). IEEE, 113–120.
Murat Culduz. 2024. Benefits and challenges of e-learning, online education, and distance learning. In Incorporating the human element in online teaching and learning. IGI Global, 1–27.
Ministério da Educação. 2025. Catálogo Nacional de Cursos Superiores de Tecnologia - Tecnologia em Análise e Desenvolvimento de Sistemas. [link] Acesso em: 27 fev. 2025.
Welinton Baxto da Silva, Rosana Amaro, and João Mattar. 2019. Distance Education and the Open University of Brazil: History, Structure, and Challenges. International Review of Research in Open and Distributed Learning 20, 4 (2019), 99–115.
Soma Datta. 2023. Using Kolb’s Experiential Learning in Agile Software Development Course. In 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 1–3.
Rosemary Borges de Almeida, Anabela Gomes, and Antonio Jose Mendes. 2024. Challenges and Possibilities in Motivating Students to Learn Programming in Distance Education: A Systematic Mapping Study. In 2024 IEEE Global Engineering Education Conference (EDUCON). IEEE, 1–10.
Marco Antonio Augusto de Andrade, Gilberto Pereira da Silva, and Flávio de Almeida Andrade Lico. 2021. Uso de fábricas de software como componente curricular integrador em um curso tecnólogo em análise e desenvolvimento de sistemas. In Workshop sobre Educação em Computação (WEI). SBC, 191–197.
Assessoria de Comunicação Social do Inep. 2022. Ensino a distância cresce 47,4% em uma década. [link]. [link] Publicado em 04/11/2022 às 10h12, atualizado em 04/11/2022 às 11h01.
Câmara de Educação Superior. 2018. Parecer CNE/CES nº 608/2018, aprovado em 3 de outubro de 2018 - Diretrizes para as Políticas de Extensão da Educação Superior Brasileira. [link] Acesso em: 27 fev. 2025.
Câmara de Educação Superior do Conselho Nacional de Educação. 2018. Resolução nº 7, de 18 de dezembro de 2018: Estabelece as Diretrizes para a Extensão na Educação Superior Brasileira e regimenta o disposto na Meta 12.7 da Lei nº 13.005/2014. [link]. [link] Publicado em 18 de dezembro de 2018.
Carla Viviane Novais Cabral de Oliveira, Marielce de Cássia Ribeiro Tosta, and Rodrigo Randow de Freitas. 2020. Curricularização da extensão universitária: uma análise bibliométrica. Brazilian journal of production engineering 6, 2 (2020), 114–127.
Milena Silva de Paiva, Keli Cristiane Vido, Clarice Gameiro Pachi, Liliane Lima da Silva, Sérgio Tavares, and Carlos Eduardo Ribeiro de Lima. 2024. A Curricularização da extensão–experiência de ensino-aprendizagem do projeto de extensão Metodologias ágeis para sustentabilidade de micro e pequenas empresas do Centro Universitário SENAC. e3—Revista de Economia, Empresas e Empreendedores na CPLP 10, 1 (2024), 23–34.
Linda Evans. 2002. Reflective practice in educational research. Bloomsbury Publishing.
Fabian Fagerholm and Arto Vihavainen. 2013. Peer assessment in experiential learning assessing tacit and explicit skills in agile software engineering capstone projects. In 2013 IEEE frontiers in education conference (FIE). IEEE, 1723–1729.
Maria Lydia Fioravanti, Bruna Oliveira Romeiro, Leo Natan Paschoal, Brauner Oliveira, Simone RS De Souza, Ellen Francine Barbosa, and Ana M Moreno. 2023. Software Engineering Education Through Experiential Learning for Fostering Soft Skills. In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 1–8.
Vahid Garousi, Gorkem Giray, Eray Tuzun, Cagatay Catal, and Michael Felderer. 2019. Closing the gap between software engineering education and industrial needs. IEEE software 37, 2 (2019), 68–77.
Javier Gonzalez-Huerta, Jefferson Seide Molléri, Aivars Šablis, and Ehsan Zabardast. 2020. Experiential learning approach for software engineering courses at higher education level. arXiv preprint arXiv:2012.14178 (2020).
Charlotte Nirmalani Gunawardena and Marina Stock McIsaac. 2013. Distance education. In Handbook of research on educational communications and technology. Routledge, 361–401.
Reid Holmes, Meghan Allen, and Michelle Craig. 2018. Dimensions of experientialism for software engineering education. In Proceedings of the 40th International Conference on Software Engineering: Software Engineering Education and Training. 31–39.
Jason Hughes, Nick Jewson, and Lorna Unwin. 2006. Communities of practice. Routledge.
David A Kolb. 2013. The process of experiential learning. In Culture and processes of adult learning. Routledge, 138–156.
David A Kolb. 2014. Experiential learning: Experience as the source of learning and development. FT press.
Stephan Krusche, Barbara Reichart, Paul Tolstoi, and Bernd Bruegge. 2016. Experiences from an experiential learning course on games development. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education. 582–587.
Svetlana Kurbakova, Zlata Volkova, and Alexander Kurbakov. 2020. Virtual learning and educational environment: New opportunities and challenges under the COVID-19 pandemic. In 2020 The 4th International Conference on Education and Multimedia Technology. 167–171.
Ouh Eng Lieh and Yunghans Irawan. 2018. Exploring experiential learning model and risk management process for an undergraduate software architecture course. In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 1–9.
DB Lowe, JR Leaney, and AJ Boswell. 1994. Using experiential learning to improve understanding of the software development process. In Australasian Association for Engineering Education 6th Conference, Sydney. Citeseer.
Simone N Matos, Maria IS Nascimento, Isabel C Torrens, Vinícius C Ribeiro, Gabriel A Sauter, Amanda R Vieira, and Helyane B Borges. 2024. Situaçõesproblemas extensionistas e a Engenharia de Software: Um relato de experiência. RENOTE 22, 3 (2024), 91–103.
Mary McCarthy et al. 2010. Experiential learning theory: From theory to practice. Journal of Business & Economics Research (JBER) 8, 5 (2010).
Barbara Means, Yuki Toyama, Robert Murphy, Marianne Bakia, and Karla Jones. 2009. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. (2009).
Sidney LM Mello, Marcelo J Meiriño,Walter Leal Filho, and Thaís N da R Sampaio. 2022. Promoting inclusion and equity in Higher Education: Is this the role of distance learning in Brazil? Ensaio: Avaliação e Políticas Públicas em Educação 31 (2022), e0233736.
Câmara de Educação Superior Ministério da Educação, Conselho Nacional de Educação. 2016. Resolução nº 5, de 16 de novembro de 2016. Disponível em: [link], Acesso em: 27 fev. 2025.
Mahmut Özer and H Eren Suna. 2020. COVID-19 pandemic and education. Reflections on the pandemic in the future of the world (2020), 157–178.
Maria Paasivaara. 2021. Teaching the scrum master role using professional agile coaches and communities of practice. In 2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET). IEEE, 30–39.
Noemi Ferreira Felisberto Pereira and Rosilene Alves da Silva Vitorini. 2019. Curricularização da extensão: desafio da educação superior. Interfaces-Revista de Extensão da UFMG 7, 1 (2019).
Luciane Pinho de Almeida. 2015. A extensão universitária no Brasil: processos de aprendizagem a partir da experiência e do sentido. DIversité REcherches et terrains 7 (2015).
Agnieszka Pregowska, Karol Masztalerz, Magdalena Garlińska, and Magdalena Osial. 2021. A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and education during the COVID-19 pandemic. Education Sciences 11, 3 (2021), 118.
Brendan Quinn, Leonor Barroca, Bashar Nuseibeh, Juan Fernández-Ramil, Lucia Rapanotti, Pete Thomas, and Michel Wermelinger. 2006. Learning software engineering at a distance. IEEE software 23, 6 (2006), 36–43.
Gil Regev, Donald C Gause, and Alain Wegmann. 2009. Experiential learning approach for requirements engineering education. Requirements engineering 14 (2009), 269–287.
Jefferson Bruno Pereira Ribeiro, Jonathan Rosa Moreira, Sheila da Silva Borges, and Cláudia Pinheiro Nascimento. 2024. Percepção docente sobre a curricularização da extensão universitária em educação a distância: aproximações teóricas e possibilidades práticas. Caderno Pedagógico 21, 10 (2024), e9502–e9502.
Mayra Rodrigues Fernandes Ribeiro, Francisco Fabiano de Freitas Mendes, and Etevaldo Almeida Silva. 2018. Curricularização da extensão em prol de uma universidade socialmente referenciada. Revista Conexão UEPG 14, 3 (2018), 334–342.
Claudio Romualdo, Antonio Marcos Neves Esteca, Wanderlei Abadio de Oliveira, Fernanda de Cássia Neves Esteca, André Ricardo Machi, Miguel Mazza Júnior, Alessandro Viola Pizzoleto, and Andre Luiz Monezi Andrade. 2024. Dimensões da extensão universitária no ensino à distância: ensaio teórico-reflexivo. Cuadernos de Educación y Desarrollo 16, 9 (2024), e5521–e5521.
Margaret-Anne Storey, Neil A Ernst, Courtney Williams, and Eirini Kalliamvakou. 2020. The who, what, how of software engineering research: a socio-technical framework. Empirical Software Engineering 25 (2020), 4097–4129.
Heloise Acco Tives, Gabriel Ancini, Edna Dias Canedo, and Andreia Marini. 2024. Curricularization of Extension through the Development of Computational Solutions Supporting the Sustainable Development Goals. In Simpósio Brasileiro de Engenharia de Software (SBES). SBC, 377–388.
Gelareh Towhidi and Jeannie Pridmore. 2022. Hackathons for experiential learning in IS higher education. Issues in Information Systems 23, 1 (2022).
Trade.gov. 2025. Brazil - Education and Training. [link] Acesso em: 27 fev. 2025.
Andreia Verdélio. 2022. Ensino a distância cresce 474% em uma década, diz Inep. [link] Publicado em 04/11/2022 - 14:21, Agência Brasil.
Allysson Allex Araújo, Isaac Farias, Victor Gonçalves, Rodrigo Santos, Davi Viana, and Igor Steinmacher. 2024. dataWASHES - Towards an Application Programming Interface ofWASHES proceedings data. InWorkshop sobre Aspectos Sociais, Humanos e Econômicos de Software (WASHES). SBC, 158–162.
Allysson Allex Araújo, Marcos Kalinowski, and Maria Teresa Baldassarre. 2025. Embracing Experiential Learning: Hackathons as an Educational Strategy for Shaping Soft Skills in Software Engineering. arXiv preprint arXiv:2502.07950 (2025).
Allysson Allex Araújo, Davi Viana, and Marcos Kalinowski. 2025. Supporting dataset. Available at: DOI: 10.5281/zenodo.15446682.
Eucidio Pimenta Arruda and Durcelina Ereni Pimenta Arruda. 2015. Educação à distância no Brasil: políticas públicas e democratização do acesso ao ensino superior. Educação em revista 31, 3 (2015), 321–338.
Monalessa P Barcellos, Vítor E Silva Souza, Patrícia Dockhorn Costa, and Camila Zacche de Aguiar. 2024. Using Extension Projects to Improve Software Engineering Education and Software Quality: The Experience of the “Ricardo de Almeida Falbo” Software Engineering Practices Laboratory. In Proceedings of the XXIII Brazilian Symposium on Software Quality. 552–562.
Julio Bertolin, Tristan McCowan, and Helio Radke Bittencourt. 2021. Expansion of the distance modality in brazilian higher education: implications for quality and equity. Higher Education Policy 36, 2 (2021), 231.
Edwin Blake and William Tucker. 2006. Socially aware software engineering for the developing world. (2006).
Andréa Sabedra Bordin. 2024. Ensino de Processo de Software em Colaboração com Empresas: Uma Experiência Potencialmente Extensionista. In Simpósio Brasileiro de Educação em Computação (EDUCOMP). SBC, 153–160.
Maria Elisa Ehrhardt Carbonari and Adriana Camargo Pereira. 2007. A extensão universitária no Brasil, do assistencialismo à sustentabilidade. Revista de Educação 10, 10 (2007).
Dianne Chambers and Rodrigo Hübner Mendes. 2024. Inclusive Education in Brazil: The Potential of Technology to Facilitate Inclusive Practice. In Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges. Emerald Publishing Limited, 33–44.
Ferdinand Ndifor Che, Narasimha Rao Vajjhala, and Kenneth David Strang. 2021. Perceived Student Learning, Attitudes And Experiential Learning In Software Engineering Education. In 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 1–6.
Amit K Chopra and Munindar P Singh. 2016. From social machines to social protocols: Software engineering foundations for sociotechnical systems. In Proceedings of the 25th International Conference on World Wide Web. 903–914.
Stefan C Christov and Mark E Hoffman. 2019. Experiential learning of software project management and software development via course collaboration. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education. 160–166.
Thelma Colanzi, Leandro Silva, Andressa Medeiros, Paulo Gonçalves, Eniuce Souza, Douglas Farias, and Greicy Amaral. 2023. Practicing the Extension in Software Engineering Education: an Experience Report. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 514–523.
Cyril M Coupal and Kelvin Boechler. 2007. The value of agile in experiential learning of software development. In Agile 2007 (AGILE 2007). IEEE, 113–120.
Murat Culduz. 2024. Benefits and challenges of e-learning, online education, and distance learning. In Incorporating the human element in online teaching and learning. IGI Global, 1–27.
Ministério da Educação. 2025. Catálogo Nacional de Cursos Superiores de Tecnologia - Tecnologia em Análise e Desenvolvimento de Sistemas. [link] Acesso em: 27 fev. 2025.
Welinton Baxto da Silva, Rosana Amaro, and João Mattar. 2019. Distance Education and the Open University of Brazil: History, Structure, and Challenges. International Review of Research in Open and Distributed Learning 20, 4 (2019), 99–115.
Soma Datta. 2023. Using Kolb’s Experiential Learning in Agile Software Development Course. In 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 1–3.
Rosemary Borges de Almeida, Anabela Gomes, and Antonio Jose Mendes. 2024. Challenges and Possibilities in Motivating Students to Learn Programming in Distance Education: A Systematic Mapping Study. In 2024 IEEE Global Engineering Education Conference (EDUCON). IEEE, 1–10.
Marco Antonio Augusto de Andrade, Gilberto Pereira da Silva, and Flávio de Almeida Andrade Lico. 2021. Uso de fábricas de software como componente curricular integrador em um curso tecnólogo em análise e desenvolvimento de sistemas. In Workshop sobre Educação em Computação (WEI). SBC, 191–197.
Assessoria de Comunicação Social do Inep. 2022. Ensino a distância cresce 47,4% em uma década. [link]. [link] Publicado em 04/11/2022 às 10h12, atualizado em 04/11/2022 às 11h01.
Câmara de Educação Superior. 2018. Parecer CNE/CES nº 608/2018, aprovado em 3 de outubro de 2018 - Diretrizes para as Políticas de Extensão da Educação Superior Brasileira. [link] Acesso em: 27 fev. 2025.
Câmara de Educação Superior do Conselho Nacional de Educação. 2018. Resolução nº 7, de 18 de dezembro de 2018: Estabelece as Diretrizes para a Extensão na Educação Superior Brasileira e regimenta o disposto na Meta 12.7 da Lei nº 13.005/2014. [link]. [link] Publicado em 18 de dezembro de 2018.
Carla Viviane Novais Cabral de Oliveira, Marielce de Cássia Ribeiro Tosta, and Rodrigo Randow de Freitas. 2020. Curricularização da extensão universitária: uma análise bibliométrica. Brazilian journal of production engineering 6, 2 (2020), 114–127.
Milena Silva de Paiva, Keli Cristiane Vido, Clarice Gameiro Pachi, Liliane Lima da Silva, Sérgio Tavares, and Carlos Eduardo Ribeiro de Lima. 2024. A Curricularização da extensão–experiência de ensino-aprendizagem do projeto de extensão Metodologias ágeis para sustentabilidade de micro e pequenas empresas do Centro Universitário SENAC. e3—Revista de Economia, Empresas e Empreendedores na CPLP 10, 1 (2024), 23–34.
Linda Evans. 2002. Reflective practice in educational research. Bloomsbury Publishing.
Fabian Fagerholm and Arto Vihavainen. 2013. Peer assessment in experiential learning assessing tacit and explicit skills in agile software engineering capstone projects. In 2013 IEEE frontiers in education conference (FIE). IEEE, 1723–1729.
Maria Lydia Fioravanti, Bruna Oliveira Romeiro, Leo Natan Paschoal, Brauner Oliveira, Simone RS De Souza, Ellen Francine Barbosa, and Ana M Moreno. 2023. Software Engineering Education Through Experiential Learning for Fostering Soft Skills. In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 1–8.
Vahid Garousi, Gorkem Giray, Eray Tuzun, Cagatay Catal, and Michael Felderer. 2019. Closing the gap between software engineering education and industrial needs. IEEE software 37, 2 (2019), 68–77.
Javier Gonzalez-Huerta, Jefferson Seide Molléri, Aivars Šablis, and Ehsan Zabardast. 2020. Experiential learning approach for software engineering courses at higher education level. arXiv preprint arXiv:2012.14178 (2020).
Charlotte Nirmalani Gunawardena and Marina Stock McIsaac. 2013. Distance education. In Handbook of research on educational communications and technology. Routledge, 361–401.
Reid Holmes, Meghan Allen, and Michelle Craig. 2018. Dimensions of experientialism for software engineering education. In Proceedings of the 40th International Conference on Software Engineering: Software Engineering Education and Training. 31–39.
Jason Hughes, Nick Jewson, and Lorna Unwin. 2006. Communities of practice. Routledge.
David A Kolb. 2013. The process of experiential learning. In Culture and processes of adult learning. Routledge, 138–156.
David A Kolb. 2014. Experiential learning: Experience as the source of learning and development. FT press.
Stephan Krusche, Barbara Reichart, Paul Tolstoi, and Bernd Bruegge. 2016. Experiences from an experiential learning course on games development. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education. 582–587.
Svetlana Kurbakova, Zlata Volkova, and Alexander Kurbakov. 2020. Virtual learning and educational environment: New opportunities and challenges under the COVID-19 pandemic. In 2020 The 4th International Conference on Education and Multimedia Technology. 167–171.
Ouh Eng Lieh and Yunghans Irawan. 2018. Exploring experiential learning model and risk management process for an undergraduate software architecture course. In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 1–9.
DB Lowe, JR Leaney, and AJ Boswell. 1994. Using experiential learning to improve understanding of the software development process. In Australasian Association for Engineering Education 6th Conference, Sydney. Citeseer.
Simone N Matos, Maria IS Nascimento, Isabel C Torrens, Vinícius C Ribeiro, Gabriel A Sauter, Amanda R Vieira, and Helyane B Borges. 2024. Situaçõesproblemas extensionistas e a Engenharia de Software: Um relato de experiência. RENOTE 22, 3 (2024), 91–103.
Mary McCarthy et al. 2010. Experiential learning theory: From theory to practice. Journal of Business & Economics Research (JBER) 8, 5 (2010).
Barbara Means, Yuki Toyama, Robert Murphy, Marianne Bakia, and Karla Jones. 2009. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. (2009).
Sidney LM Mello, Marcelo J Meiriño,Walter Leal Filho, and Thaís N da R Sampaio. 2022. Promoting inclusion and equity in Higher Education: Is this the role of distance learning in Brazil? Ensaio: Avaliação e Políticas Públicas em Educação 31 (2022), e0233736.
Câmara de Educação Superior Ministério da Educação, Conselho Nacional de Educação. 2016. Resolução nº 5, de 16 de novembro de 2016. Disponível em: [link], Acesso em: 27 fev. 2025.
Mahmut Özer and H Eren Suna. 2020. COVID-19 pandemic and education. Reflections on the pandemic in the future of the world (2020), 157–178.
Maria Paasivaara. 2021. Teaching the scrum master role using professional agile coaches and communities of practice. In 2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET). IEEE, 30–39.
Noemi Ferreira Felisberto Pereira and Rosilene Alves da Silva Vitorini. 2019. Curricularização da extensão: desafio da educação superior. Interfaces-Revista de Extensão da UFMG 7, 1 (2019).
Luciane Pinho de Almeida. 2015. A extensão universitária no Brasil: processos de aprendizagem a partir da experiência e do sentido. DIversité REcherches et terrains 7 (2015).
Agnieszka Pregowska, Karol Masztalerz, Magdalena Garlińska, and Magdalena Osial. 2021. A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and education during the COVID-19 pandemic. Education Sciences 11, 3 (2021), 118.
Brendan Quinn, Leonor Barroca, Bashar Nuseibeh, Juan Fernández-Ramil, Lucia Rapanotti, Pete Thomas, and Michel Wermelinger. 2006. Learning software engineering at a distance. IEEE software 23, 6 (2006), 36–43.
Gil Regev, Donald C Gause, and Alain Wegmann. 2009. Experiential learning approach for requirements engineering education. Requirements engineering 14 (2009), 269–287.
Jefferson Bruno Pereira Ribeiro, Jonathan Rosa Moreira, Sheila da Silva Borges, and Cláudia Pinheiro Nascimento. 2024. Percepção docente sobre a curricularização da extensão universitária em educação a distância: aproximações teóricas e possibilidades práticas. Caderno Pedagógico 21, 10 (2024), e9502–e9502.
Mayra Rodrigues Fernandes Ribeiro, Francisco Fabiano de Freitas Mendes, and Etevaldo Almeida Silva. 2018. Curricularização da extensão em prol de uma universidade socialmente referenciada. Revista Conexão UEPG 14, 3 (2018), 334–342.
Claudio Romualdo, Antonio Marcos Neves Esteca, Wanderlei Abadio de Oliveira, Fernanda de Cássia Neves Esteca, André Ricardo Machi, Miguel Mazza Júnior, Alessandro Viola Pizzoleto, and Andre Luiz Monezi Andrade. 2024. Dimensões da extensão universitária no ensino à distância: ensaio teórico-reflexivo. Cuadernos de Educación y Desarrollo 16, 9 (2024), e5521–e5521.
Margaret-Anne Storey, Neil A Ernst, Courtney Williams, and Eirini Kalliamvakou. 2020. The who, what, how of software engineering research: a socio-technical framework. Empirical Software Engineering 25 (2020), 4097–4129.
Heloise Acco Tives, Gabriel Ancini, Edna Dias Canedo, and Andreia Marini. 2024. Curricularization of Extension through the Development of Computational Solutions Supporting the Sustainable Development Goals. In Simpósio Brasileiro de Engenharia de Software (SBES). SBC, 377–388.
Gelareh Towhidi and Jeannie Pridmore. 2022. Hackathons for experiential learning in IS higher education. Issues in Information Systems 23, 1 (2022).
Trade.gov. 2025. Brazil - Education and Training. [link] Acesso em: 27 fev. 2025.
Andreia Verdélio. 2022. Ensino a distância cresce 474% em uma década, diz Inep. [link] Publicado em 04/11/2022 - 14:21, Agência Brasil.
Published
2025-09-22
How to Cite
ARAÚJO, Allysson Allex; VIANA, Davi; KALINOWSKI, Marcos.
Integrating Experiential Learning, Distance Education, and Extension Curricularization in an Undergraduate Systems Analysis and Development Program. In: BRAZILIAN SYMPOSIUM ON SOFTWARE ENGINEERING (SBES), 39. , 2025, Recife/PE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 438-449.
ISSN 2833-0633.
DOI: https://doi.org/10.5753/sbes.2025.10690.
