Dépouillements

Cloud-based virtual laboratory for network security education / Le Xu in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 145 - 150 Titre : Cloud-based virtual laboratory for network security education Type de document : texte imprimé Auteurs : Le Xu, Auteur ; Dijiang Huang, Auteur ; Wei-Tek Tsai, Auteur Année de publication : 2015 Article en page(s) : pp. 145 - 150 Note générale : Education Langues : Anglais (eng) Mots-clés : Collaborative  learning  Network  security  Virtual  laboratory Résumé : Hands-on experiments are essential for computer network security education. Existing laboratory solutions usually require significant effort to build, configure, and maintain and often do not support reconfigurability, flexibility, and scalability. This paper presents a cloud-based virtual laboratory education platform called V-Lab that provides a contained experimental environment for hands-on experiments using virtualization technologies (such as Xen or KVM Cloud Platform) and OpenFlow switches. The system can be securely accessed through OpenVPN, and students can remotely control the virtual machines (VMs) and perform the experimental tasks. The V-Lab platform also offers an interactive Web GUI for resource management and a social site for knowledge sharing and contribution. By using a flexible and configurable design, V-Lab integrates pedagogical models into curriculum design and provides a progressive learning path with a series of experiments for network security education. Since summer 2011, V-Lab has served more than 1000 students from six courses across over 20 experiments. The evaluation demonstrates that the platform and curriculum have produced excellent results and helped students understand and build up computer security knowledge to solve real-world problems. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6632976&sortType%3Das [...] [article] Cloud-based virtual laboratory for network security education [texte imprimé] / Le Xu, Auteur ; Dijiang Huang, Auteur ; Wei-Tek Tsai, Auteur . - 2015 . - pp. 145 - 150. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 145 - 150 Mots-clés : Collaborative  learning  Network  security  Virtual  laboratory Résumé : Hands-on experiments are essential for computer network security education. Existing laboratory solutions usually require significant effort to build, configure, and maintain and often do not support reconfigurability, flexibility, and scalability. This paper presents a cloud-based virtual laboratory education platform called V-Lab that provides a contained experimental environment for hands-on experiments using virtualization technologies (such as Xen or KVM Cloud Platform) and OpenFlow switches. The system can be securely accessed through OpenVPN, and students can remotely control the virtual machines (VMs) and perform the experimental tasks. The V-Lab platform also offers an interactive Web GUI for resource management and a social site for knowledge sharing and contribution. By using a flexible and configurable design, V-Lab integrates pedagogical models into curriculum design and provides a progressive learning path with a series of experiments for network security education. Since summer 2011, V-Lab has served more than 1000 students from six courses across over 20 experiments. The evaluation demonstrates that the platform and curriculum have produced excellent results and helped students understand and build up computer security knowledge to solve real-world problems. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6632976&sortType%3Das [...]

How remote labs impact on course outcomes / Maria A. Marques in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 151 - 159 Titre : How remote labs impact on course outcomes : various practices using VISIR Type de document : texte imprimé Auteurs : Maria A. Marques, Auteur ; Maria Cristina Viegas, Auteur ; Maria Cristina Costa-Lobo, Auteur Année de publication : 2015 Article en page(s) : pp. 151 - 159 Note générale : Education Langues : Anglais (eng) Mots-clés : Curriculum  integration  VISIR  Learning  outcomes  remote  laboratories Résumé : As technology is increasingly being seen as a facilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. These integrations, all related to higher education engineering, were designed by teachers with different perspectives to achieve a range of learning outcomes. The degree to which these VISIR-related outcomes were accomplished is discussed. The results reflect the levels of student engagement and learning and of teacher involvement. From the analysis, a connection between these two aspects was traced, although only related to the user profiles. VISIR is shown to be always of benefit for more motivated students, but this benefit can be maximized under particular conditions and characteristics. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6645452&sortType%3Das [...] [article] How remote labs impact on course outcomes : various practices using VISIR [texte imprimé] / Maria A. Marques, Auteur ; Maria Cristina Viegas, Auteur ; Maria Cristina Costa-Lobo, Auteur . - 2015 . - pp. 151 - 159. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 151 - 159 Mots-clés : Curriculum  integration  VISIR  Learning  outcomes  remote  laboratories Résumé : As technology is increasingly being seen as a facilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. These integrations, all related to higher education engineering, were designed by teachers with different perspectives to achieve a range of learning outcomes. The degree to which these VISIR-related outcomes were accomplished is discussed. The results reflect the levels of student engagement and learning and of teacher involvement. From the analysis, a connection between these two aspects was traced, although only related to the user profiles. VISIR is shown to be always of benefit for more motivated students, but this benefit can be maximized under particular conditions and characteristics. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6645452&sortType%3Das [...]

Introductory circuit analysis learning from abstract and contextualized circuit representations / Amy M. Johnson in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 160 - 168 Titre : Introductory circuit analysis learning from abstract and contextualized circuit representations : effects of diagram labels Type de document : texte imprimé Auteurs : Amy M. Johnson, Auteur ; Kirsten R. Butcher, Auteur ; Gamze Ozogul, Auteur Année de publication : 2015 Article en page(s) : pp. 160 - 168 Note générale : Education Langues : Anglais (eng) Mots-clés : Circuit  analysis  instruction  Circuit  diagram  Diagram  label  Electrical  circuit  analysis  Multiple  external  representations  Novice  learner Résumé : Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a “2 × 3” experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near- and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6637101&sortType%3Das [...] [article] Introductory circuit analysis learning from abstract and contextualized circuit representations : effects of diagram labels [texte imprimé] / Amy M. Johnson, Auteur ; Kirsten R. Butcher, Auteur ; Gamze Ozogul, Auteur . - 2015 . - pp. 160 - 168. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 160 - 168 Mots-clés : Circuit  analysis  instruction  Circuit  diagram  Diagram  label  Electrical  circuit  analysis  Multiple  external  representations  Novice  learner Résumé : Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a “2 × 3” experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near- and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6637101&sortType%3Das [...]

On the domain-specificity of mindsets / Michael J. Scott in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 169 - 174 Titre : On the domain-specificity of mindsets : the relationship between aptitude beliefs and programming practice Type de document : texte imprimé Auteurs : Michael J. Scott, Auteur ; Gheorghita Ghinea, Auteur Année de publication : 2015 Article en page(s) : pp. 169 - 174 Note générale : Education Langues : Anglais (eng) Mots-clés : Domain-specific  Dweck  Implicit  beliefs  Mindsets  Practice  Programming  Self-theories Résumé : Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs. Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus, educators should consider the role of programming-specific beliefs in the design and evaluation of introductory courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6662493&sortType%3Das [...] [article] On the domain-specificity of mindsets : the relationship between aptitude beliefs and programming practice [texte imprimé] / Michael J. Scott, Auteur ; Gheorghita Ghinea, Auteur . - 2015 . - pp. 169 - 174. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 169 - 174 Mots-clés : Domain-specific  Dweck  Implicit  beliefs  Mindsets  Practice  Programming  Self-theories Résumé : Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs. Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus, educators should consider the role of programming-specific beliefs in the design and evaluation of introductory courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6662493&sortType%3Das [...]

Performing systematic literature reviews with novices / Mathieu Lavallée in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 175 - 181 Titre : Performing systematic literature reviews with novices : an iterative approach Type de document : texte imprimé Auteurs : Mathieu Lavallée, Auteur ; Pierre-N. Robillard, Auteur ; Reza Mirsalari, Auteur Année de publication : 2015 Article en page(s) : pp. 175 - 181 Note générale : Education Langues : Anglais (eng) Mots-clés : Computer  science  education  Engineering  education  Engineering  students  Reviews Résumé : Reviewers performing systematic literature reviews require understanding of the review process and of the knowledge domain. This paper presents an iterative approach for conducting systematic literature reviews that addresses the problems faced by reviewers who are novices in one or both levels of understanding. This approach is derived from traditional systematic literature reviews and based on observations from four systematic reviews performed in an academic setting. These reviews demonstrated the importance of defining iterations for the eight tasks of the review process. The iterative approach enables experiential learning from the two levels of understanding: the process level and the domain level. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6678789&sortType%3Das [...] [article] Performing systematic literature reviews with novices : an iterative approach [texte imprimé] / Mathieu Lavallée, Auteur ; Pierre-N. Robillard, Auteur ; Reza Mirsalari, Auteur . - 2015 . - pp. 175 - 181. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 175 - 181 Mots-clés : Computer  science  education  Engineering  education  Engineering  students  Reviews Résumé : Reviewers performing systematic literature reviews require understanding of the review process and of the knowledge domain. This paper presents an iterative approach for conducting systematic literature reviews that addresses the problems faced by reviewers who are novices in one or both levels of understanding. This approach is derived from traditional systematic literature reviews and based on observations from four systematic reviews performed in an academic setting. These reviews demonstrated the importance of defining iterations for the eight tasks of the review process. The iterative approach enables experiential learning from the two levels of understanding: the process level and the domain level. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6678789&sortType%3Das [...]

Motivation and emotions in competition systems for education / Pedro J. Munoz-Merino in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 182 - 187 Titre : Motivation and emotions in competition systems for education : an empirical study Type de document : texte imprimé Auteurs : Pedro J. Munoz-Merino, Auteur ; Manuel Fernandez Molina, Auteur ; Mario Munoz-Organero, Auteur Année de publication : 2015 Article en page(s) : pp. 182 - 187 Note générale : Education Langues : Anglais (eng) Mots-clés : Assessment  Competition  Emotions  Intelligent  tutoring  systems  Motivation Résumé : A lack of student motivation is a problem in many courses in electrical engineering. Introducing competition between students can enhance their motivation, but it can also generate negative emotions. This paper presents an empirical study of students in a telecommunications engineering degree; it measured their level of motivation, and their emotions about competition in education in general, and in particular about the Information System for Competition based on pRoblem solving in Education (ISCARE). ISCARE makes adaptive matches, pairing students who share a similar knowledge level. The study results show that students had moderate levels of motivation and experienced no negative emotions while using ISCARE. Under certain circumstances, therefore, competition in education, using technology systems that provide competition, can produce motivation without generating negative emotions. Female students and students with low ISCARE scores were less motivated and experienced more negative emotions. In addition, motivation and emotions toward ISCARE were more positive than they had been toward competition in general. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6719576&sortType%3Das [...] [article] Motivation and emotions in competition systems for education : an empirical study [texte imprimé] / Pedro J. Munoz-Merino, Auteur ; Manuel Fernandez Molina, Auteur ; Mario Munoz-Organero, Auteur . - 2015 . - pp. 182 - 187. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 182 - 187 Mots-clés : Assessment  Competition  Emotions  Intelligent  tutoring  systems  Motivation Résumé : A lack of student motivation is a problem in many courses in electrical engineering. Introducing competition between students can enhance their motivation, but it can also generate negative emotions. This paper presents an empirical study of students in a telecommunications engineering degree; it measured their level of motivation, and their emotions about competition in education in general, and in particular about the Information System for Competition based on pRoblem solving in Education (ISCARE). ISCARE makes adaptive matches, pairing students who share a similar knowledge level. The study results show that students had moderate levels of motivation and experienced no negative emotions while using ISCARE. Under certain circumstances, therefore, competition in education, using technology systems that provide competition, can produce motivation without generating negative emotions. Female students and students with low ISCARE scores were less motivated and experienced more negative emotions. In addition, motivation and emotions toward ISCARE were more positive than they had been toward competition in general. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6719576&sortType%3Das [...]

Perspective on flipping circuits I / Gloria J. Kim in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 188 - 192 Titre : Perspective on flipping circuits I Type de document : texte imprimé Auteurs : Gloria J. Kim, Auteur ; Erin E. Patrick, Auteur ; Ramakant Srivastava, Auteur Année de publication : 2015 Article en page(s) : pp. 188 - 192 Note générale : Education Langues : Anglais (eng) Mots-clés : Active  learning  Circuits  Course  flipping  Learning  outcomes  Retention  Small-group  problem  solving Résumé : A flipped-classroom approach was implemented in a Circuits I class for electrical and computer engineering majors to lower its high attrition and failure rate. Students were asked to watch online lectures and then come to class prepared to work problems in small groups of four. The attitude, retention, and performance of students in the flipped group in Spring 2013 were compared to those for the traditionally taught group in Fall 2012. The Fall 2012 lectures were recorded, so that each group saw the same lectures. Student retention and test performance was significantly higher in the flipped course. In Fall 2012, 56% of the initially enrolled students received a C or better. In Spring 2013, this improved to 83%. The first exam scores were significantly better in Spring 2013, and this helped with student success. The authors believe that it was the alignment of online lectures, face-to-face student/teacher and peer/peer interactions, combined with the active learning component of the flipped classroom that led to these improvements. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6719569&sortType%3Das [...] [article] Perspective on flipping circuits I [texte imprimé] / Gloria J. Kim, Auteur ; Erin E. Patrick, Auteur ; Ramakant Srivastava, Auteur . - 2015 . - pp. 188 - 192. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 188 - 192 Mots-clés : Active  learning  Circuits  Course  flipping  Learning  outcomes  Retention  Small-group  problem  solving Résumé : A flipped-classroom approach was implemented in a Circuits I class for electrical and computer engineering majors to lower its high attrition and failure rate. Students were asked to watch online lectures and then come to class prepared to work problems in small groups of four. The attitude, retention, and performance of students in the flipped group in Spring 2013 were compared to those for the traditionally taught group in Fall 2012. The Fall 2012 lectures were recorded, so that each group saw the same lectures. Student retention and test performance was significantly higher in the flipped course. In Fall 2012, 56% of the initially enrolled students received a C or better. In Spring 2013, this improved to 83%. The first exam scores were significantly better in Spring 2013, and this helped with student success. The authors believe that it was the alignment of online lectures, face-to-face student/teacher and peer/peer interactions, combined with the active learning component of the flipped classroom that led to these improvements. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6719569&sortType%3Das [...]

Holistic development of computer engineering curricula using Y-chart methodology / Muhammad Rashid in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 193 - 200 Titre : Holistic development of computer engineering curricula using Y-chart methodology Type de document : texte imprimé Auteurs : Muhammad Rashid, Auteur ; Imran A. Tasadduq, Auteur Année de publication : 2015 Article en page(s) : pp. 193 - 200 Note générale : Education Langues : Anglais (eng) Mots-clés : ABET  self-study  Forward  and  backward  references  Integrated  design  experience  Lifelong  learning  Program  objectives  Student  outcomes  System  model Résumé : The exponential growth of advancing technologies is pushing curriculum designers in computer engineering (CpE) education to compress more and more content into the typical 4-year program, without necessarily paying much attention to the cohesiveness of those contents. The result has been highly fragmented curricula consisting of various disconnected theory courses and laboratory practicals. A holistic approach to curricula development that focuses on integrated fundamental knowledge is required to remedy this. This paper proposes a holistic approach to developing a CpE curriculum and to maintaining continuous, coherent development of that curriculum. The elements of the proposed approach are the following: formulation of objectives, identification of major curriculum areas, construction of a system model for CpE core courses by using the Y-chart methodology, description of electives, integration of laboratory practices, and assessment of the curriculum. An assessment of the curriculum is presented based on survey data and accreditation outcomes. Assessment results show that holistic understanding and integrated design experience assist students in achieving the program objectives. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6747383&sortType%3Das [...] [article] Holistic development of computer engineering curricula using Y-chart methodology [texte imprimé] / Muhammad Rashid, Auteur ; Imran A. Tasadduq, Auteur . - 2015 . - pp. 193 - 200. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 193 - 200 Mots-clés : ABET  self-study  Forward  and  backward  references  Integrated  design  experience  Lifelong  learning  Program  objectives  Student  outcomes  System  model Résumé : The exponential growth of advancing technologies is pushing curriculum designers in computer engineering (CpE) education to compress more and more content into the typical 4-year program, without necessarily paying much attention to the cohesiveness of those contents. The result has been highly fragmented curricula consisting of various disconnected theory courses and laboratory practicals. A holistic approach to curricula development that focuses on integrated fundamental knowledge is required to remedy this. This paper proposes a holistic approach to developing a CpE curriculum and to maintaining continuous, coherent development of that curriculum. The elements of the proposed approach are the following: formulation of objectives, identification of major curriculum areas, construction of a system model for CpE core courses by using the Y-chart methodology, description of electives, integration of laboratory practices, and assessment of the curriculum. An assessment of the curriculum is presented based on survey data and accreditation outcomes. Assessment results show that holistic understanding and integrated design experience assist students in achieving the program objectives. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6747383&sortType%3Das [...]

Effects of the meetings-flow approach on quality teamwork in the training of software capstone projects / Chung-Yang Chen in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 201 - 208 Titre : Effects of the meetings-flow approach on quality teamwork in the training of software capstone projects Type de document : texte imprimé Auteurs : Chung-Yang Chen, Auteur ; Ya-Chun Hong, Auteur ; Pei-Chi Chen, Auteur Année de publication : 2015 Article en page(s) : pp. 201 - 208 Note générale : Education Langues : Anglais (eng) Mots-clés : Capstone  projects  Computer  engineering  education  Experiment  Meetings-flow  (MF)  Teamwork  quality  Undergraduate  science  Technology  Engineering  Mathematics  (STEM)  program Résumé : Software development relies heavily on teamwork; determining how to streamline this collaborative development is an essential training subject in computer and software engineering education. A team process known as the meetings-flow (MF) approach has recently been introduced in software capstone projects in engineering programs at various institutions. In undergraduate science, technology, engineering, and mathematics (STEM) curricula that emphasize team- and project-based learning, the MF approach serves as a macro-level instructional tool to guide students in holistically designing and directing collaborative project development. Previous studies on MF have shown the technical benefits of monitoring student work and product quality. This study investigated the approach further, from the perspective of team management. The effects of MF were examined through an experiment with team-related hypotheses. The results revealed that MF significantly enhances a team's communication and coordination and balances members' contributions by giving mutual support and effort. It has relatively less influence, however, on student team cohesion. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6762899&sortType%3Das [...] [article] Effects of the meetings-flow approach on quality teamwork in the training of software capstone projects [texte imprimé] / Chung-Yang Chen, Auteur ; Ya-Chun Hong, Auteur ; Pei-Chi Chen, Auteur . - 2015 . - pp. 201 - 208. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 201 - 208 Mots-clés : Capstone  projects  Computer  engineering  education  Experiment  Meetings-flow  (MF)  Teamwork  quality  Undergraduate  science  Technology  Engineering  Mathematics  (STEM)  program Résumé : Software development relies heavily on teamwork; determining how to streamline this collaborative development is an essential training subject in computer and software engineering education. A team process known as the meetings-flow (MF) approach has recently been introduced in software capstone projects in engineering programs at various institutions. In undergraduate science, technology, engineering, and mathematics (STEM) curricula that emphasize team- and project-based learning, the MF approach serves as a macro-level instructional tool to guide students in holistically designing and directing collaborative project development. Previous studies on MF have shown the technical benefits of monitoring student work and product quality. This study investigated the approach further, from the perspective of team management. The effects of MF were examined through an experiment with team-related hypotheses. The results revealed that MF significantly enhances a team's communication and coordination and balances members' contributions by giving mutual support and effort. It has relatively less influence, however, on student team cohesion. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6762899&sortType%3Das [...]

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