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Published Articles >> Table of Contents >> Abstract
International Conference on Information Technology: Computers and Communications
p. 100
Impact of Different Teaching Paradigms on Student Learning in Technically Intensive Courses: Observations from a Software Analysis and Design Course
T. Brignall, Tennessee Technological University
S. Ramaswamy, Tennessee Technology University
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DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/ITCC.2003.1197508
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| Abstract |
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In this paper, we discuss the preliminary
results observed from a software analysis and design course
offered in the following paradigms: traditional classroom,
online, and augmented online classroom. Typically, in
many universities, a software analysis and design class is a
junior/senior level class with a significant technical /
development content. In the classes analyzed there was an
extensive writing component which involved a team project
comprised of 2-3 students. Often such a class requires a
student to be: (i) technically proficient in basic computing
concepts and theories, (ii) have the ability to abstract and
creatively solve problems of increased software
complexity, (iii) have the ability to positively interact with
other members and be a productive team member, and (iv)
assume appropriate responsibility for specific technical
development and documentation portions of the class
project. In our student exit interviews and subsequent
follow-ups with alumni, many students have indicated that
these classes help them develop the necessary technical and
social interaction skills that are crucial for real-world jobs.
Understanding the factors that impact learning might assist
in determination of the "effectiveness" of the different
teaching paradigms.
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 Additional Information
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Citation:
T. Brignall, S. Ramaswamy,
"Impact of Different Teaching Paradigms on Student Learning in Technically Intensive Courses: Observations from a Software Analysis and Design Course,"
itcc,
p. 100,
International Conference on Information Technology: Computers and Communications,
2003
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