Redesigning method engineering education through a trinity of blended learning measures

• Autorzy: Overbeek Sietse , Brinkkemper Sjaak

Identyfikatory

DOI

10.15439/2019F79

• Konferencja: Federated Conference on Computer Science and Information Systems (14 ; 01-04.09.2019 ; Leipzig, Germany)
• Języki publikacji: EN

Abstrakty

EN

This paper presents a teaching case of a Blended Learning (BL) approach that was applied to a course on Method Engineering (ME) intended for graduate Business Informatics (BIS) students. The main reason for transforming a Master course on ME from traditional to blended is to take advantage of combining frontal instruction with e-learning based instruction and at the same time reducing lecturers' workload in times of increasing student numbers in BIS and Computer Science (CS) areas. The BL approach consists of three parts, as it consists of the introduction of computer-supported peer assessment, interactive e-lectures, and digital examination. The approach has been reflected upon by course lecturers themselves and it was evaluated through two separate student surveys, from which a variety of positive outcomes can be deduced. Increased generation of feedback, an increase in student motivation, and improved understanding of the course content are three of these outcomes that stand out. On top of student related advantages, especially the BL parts concerning peer assessment and digital examination reduce teaching load. These findings are informative for both education researchers and instructors who are interested in embedding BL in BIS or CS education.

Słowa kluczowe

EN

computer aided instruction; science education; educational courses; engineering education; teaching

PL

instrukcja wspomagana komputerowo; edukacja; kursy edukacyjne; edukacja inżynierska; nauczanie

• Wydawca: Polskie Towarzystwo Informatyczne
• Czasopismo: Annals of Computer Science and Information Systems
• Rocznik: 2019
• Tom: Vol. 18
• Strony: 791--797
• Opis fizyczny: Bibliogr. 14 poz., rys., tab.

Twórcy

autor

Overbeek Sietse

• Department of Information and Computing Sciences, Faculty of Science, Utrecht University, Princetonplein 5, 3584 CC Utrecht, the Netherlands

autor

Brinkkemper Sjaak

• Department of Information and Computing Sciences, Faculty of Science, Utrecht University, Princetonplein 5, 3584 CC Utrecht, the Netherlands

Bibliografia

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• 9. R. M. Filius, R. A. de Kleijn, S. G. Uijl, F. J. Prins, H. V. Rijen, and D. E. Grobbee, “Promoting deep learning through online feedback in SPOCs,” Frontline Learning Research, vol. 6, no. 2, pp. 92–113, 2018, http://dx.doi.org/10.14786/flr.v6i2.350.
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• 12. A. Strauss and J. Corbin, Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, USA: SAGE Publications, 1998.
• 13. S. P. Balfour, “Assessing writing in MOOCs: Automated essay scoring and calibrated peer review,” Research & Practice in Assessment, vol. 8, pp. 40–48, 2013.
• 14. A. F. Nield and M. G. Wintre, “Multiple-choice questions with an option to comment: Student attitudes and use,” Teaching of Psychology, vol. 13, no. 4, pp. 196–199, 1986, http://dx.doi.org/10.1207/s15328023top1304_6.

Uwagi

1. Track 5: Software and System Engineering

2. Technical Session: Joint 39th IEEE Software Engineering Workshop (SEW-39) and 6th International Workshop on Cyber-Physical Systems (IWCPS-6)

3. Opracowanie rekordu ze środków MNiSW, umowa Nr 461252 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2020).