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Student self-reported practical experience level after the ProgSD Bootcamp course across master's groups.
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Background and Context:
Objective: This study explores postgraduate students’ perceptions of the modified team-based learning instructional approach used to teach it and the extent to which the Bootcamp course improves their practical skills.
Method: In the beginning, participants (n = 185) were asked to rate their practical experience on the taugh...
Context in source publication
Context 1
... Kruskal-Wallis test between master's groups revealed a statistically significant difference in self-reported experience levels across the groups with p < 0.001 ( Figure 3). The effect size, calculated using eta squared formula eta2 [H] = (H -k + 1)/(n -k) (where H = value obtained in the Kruskal-Wallis test; k = number of groups; n = total number of observations) was large at 0.16. ...
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Citations
... Students' perceptions of TBL's impact on teamwork abilities were found to vary depending on the educational attainment of their parents. Students with parents who had lower educational attainment tended to perceive TBL more positively in terms of teamwork skill development (Bikanga Ada & Foster, 2023;Craig et al, 2020). These findings underscore the importance of considering the sociocultural context in which students are raised, as it may influence their attitudes toward collaborative learning experiences. ...
Today’s new teaching and learning methodologies in higher education have moved the center from teacher to student and from teaching to learning. Since Team-Based Learning (TBL) is one of the most frequently used active learning methodologies that have emerged, the objective of this paper is to analyze and evaluate students’ perception of this methodology. To that end, first we study the positive and negative aspects of TBL considered by students. Then, we define a synthetic indicator to evaluate the degree of satisfaction of students with this methodology and analyze it according to sociodemographic variables. Finally, we analyze whether there is any correlation between the degree of satisfaction of each student and their individual final grade in global terms. The analysis is performed using a database (which includes information of 657 students) created by merging two datasets: an online questionnaire answered by students, and academic and sociodemographic information of the students who participated in the questionnaire. The main results show that TBL is perceived as a positive methodology, with respect to improving teamwork abilities. Significant differences in several competences were found by age groups, between students with or without a paid job, and depending on the educational attainment of their parents. The students’ perception of TBL regarding motivation and performance during the learning process gives information about the sociodemographic characteristics of the students who will show greater acceptance and appreciation of the introduction of TBL.
... 21 www.gcu.ac.uk/aboutgcu/academicschools/cebe/research/researchgroups/engineeringand-computing-education-research-group-ecerg. 22 Academics in Scottish institutions regularly contribute to many computing education venues, including the ACM Transactions on Computing Education (TOCE) journal [81], the ICER conference [214], the British Journal of Educational Technology journal [82], the Computers & Education journal [11], the WiPSCE conference [195], the Koli Calling conference [130], the Computing Science Education journal [29] and the Technical Symposium on Computer Science Education [178]. Furthermore, some academics in Scottish institutions have made significant and notable contributions to the computing education community. ...
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Improving and adapting strategies to teach Software Engineering (SE) insights is one of the primary goals of SE schools. Every year, we come up with plenty of studies that provide suggestions and guidelines on improving teaching methods, problem-solving strategies, and curriculum design. On the other hand, we do not know how the world's top-notch universities focus on the process and academic improvement. This study shares our experience while investigating the Tsinghua University (QS World ranked 17) (https://www.topuniversities.com/universities/tsinghua-university}, School of Software process and providing an initial guideline for further improvement. In this study, we, first, aim to gather suggestions and guidelines given in the literature. Secondly, we observe and analyze the feedback given by external reviewers and, as an example, map those feedback-augmented findings and suggestions onto school processes. Lastly, we suggest how the software school can further enhance the teaching strategies, curriculum design, and problem-solving skills.
Previous studies have shown that education and training play a significant role in the growth of entrepreneurial mindset. By participating in the entrepreneurial design thinking boot camp, students were exposed to the design thinking process, through its five steps, which are empathize, define, ideate, prototype, and test. This study uses a qualitative technique to obtain access to individual students' boot camp experiences to investigate and comprehend the boot camp's program effects on entrepreneurial mindset. The design thinking approach sparked students' interest in embracing an entrepreneurial mindset, as seen by their reflection report. The results of the study show that the students' learning process took place throughout the boot camp, and it was followed by a degree of growth in their curiosity, motivation, inner drive, initiative, creativity, and critical reflection. To stay up with the ever-changing business landscape, new educational techniques are needed to offer students with the skills and attitudes that employers today appreciate.
Computer science education has been researched in Israel for a few decades, both at the K-12 and the undergraduate levels. The rich variety of the investigated topics addressed from the very beginning issues beyond the introductory course and programming, including the nature of the discipline and its fundamental ideas and concepts, which are stable, unlike the more technological aspects. Understanding the nature of the discipline and mapping its fundamental ideas and concepts constitute the basis on which curricula stand. Therefore, we chose to organize this chapter around ideas and concepts of CS. In line with this perspective, we will discuss research of all age levels: K-12, undergraduate, and even the graduate level, as well as research relating to teachers. We will present design-based research, which accompanied the design of new curricula, as well as studies aiming at identifying phenomena, or investigating educational hypotheses. We will also point out current challenges and possible future directions.
