University of Oulu

Ahmad M.O., Liukkunen K. (2021) Enhancement of Experiential Learning in Software Factory Project-Based Course. In: Ifenthaler D., Sampson D.G., Isaías P. (eds) Balancing the Tension between Digital Technologies and Learning Sciences. Cognition and Exploratory Learning in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-030-65657-7_13

Enhancement of experiential learning in software factory project-based course

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Author: Ahmad, Muhammad Ovais1,2,3; Liukkunen, Kari3
Organizations: 1Karlstad University
2Gdansk University of Technology
3University of Oulu
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe2021061436772
Language: English
Published: Springer Nature, 2021
Publish Date: 2023-02-17
Description:

Abstract

To better prepare the next generation of software professional, it is important to provide opportunities for them to work on real software project along with real customer during their studies. This is the reason universities around the world offer project-based capstone course. Such courses help students to understand what they will face in the industry and experience real customer interaction and challenges in collaborative work. In regards, University of Oulu, Finland offers a software factory (SWF) course to enhance the learning and experience multicultural teamwork. This paper presents the design of the SWF course and student and teacher experiences. It discusses the importance of reflective learning diaries and serious games. Additionally, this paper examines factors in the SWF learning environment that affect student learning in the SWF course. Survey data were collected from the last 6 years of SWF projects. The results show that students consider the SWF to be a good collaborative learning environment that helps them achieve academic triumphs and enhances various professional skills. The learning diaries are effective for increasing students’ learning experiences as well as providing an opportunity for teaching staff to monitor students’ progress and offer better facilitation. These results are helpful for academic institutions and industry when developing such a learning environment.

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Series: Cognition and exploratory learning in the digital age
ISSN: 2662-5628
ISSN-E: 2662-5636
ISSN-L: 2662-5628
ISBN: 978-3-030-65657-7
ISBN Print: 978-3-030-65656-0
Pages: 217 - 233
DOI: 10.1007/978-3-030-65657-7_13
OADOI: https://oadoi.org/10.1007/978-3-030-65657-7_13
Host publication: Balancing the Tension between Digital Technologies and Learning Sciences
Host publication editor: Ifenthaler, Dirk
Sampson, Demetrios G.
Isaias, Pedro
Type of Publication: A3 Book chapter
Field of Science: 113 Computer and information sciences
516 Educational sciences
Subjects:
Copyright information: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021. This is a post-peer-review, pre-copyedit version of an article published in Balancing the Tension between Digital Technologies and Learning Sciences. The final authenticated version is available online at: https://doi.org/10.1007/978-3-030-65657-7_13.