Planning, Communication and Active MethodologiesOnline Assessment of the Software Engineering Subject during the COVID-19 Crisis

  1. Francisco José García-Peñalvo 1
  2. Alicia García-Holgado 1
  3. Andrea Vázquez-Ingelmo 1
  4. José Carlos Sánchez-Prieto 1
  1. 1 GRIAL Research Group, University of Salamanca, USAL (Spain)
Revue:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Année de publication: 2021

Volumen: 24

Número: 2

Pages: 41-66

Type: Article

DOI: 10.5944/RIED.24.2.27689 DIALNET GOOGLE SCHOLAR

D'autres publications dans: RIED: revista iberoamericana de educación a distancia

Résumé

The coronavirus pandemic has had a high impact worldwide. The health crisis has not only had an impact on people’s own health and on health systems, but has also affected other areas. In the educational context, the lockdown measures implemented by different governments have challenged the learning ecosystem. In the case of higher education in Spain, with a strong attendance factor in most public universities, face-to-face classes were interrupted after a month in the second term, ending the academic year in the online mode. This change has meant a great effort on the teachers’ side to transform the face-to-face teaching into the online approach, which in many cases has meant quite a comprehensive new design of the subject, changing the evaluation process and the methodologies used. This work presents a success case of online assessment developed in the Software Engineering I subject of the Degree in Computer Engineering at the University of Salamanca. The objective is to show how the previous use of active methodologies and the integration of educational technologies in classroom-based teaching facilitates the transformation of assessment to an online or blended approach while maintaining a high degree of student involvement and satisfaction. After presenting a comparison between the face-to-face approach and the adaptation to the online approach, an analysis is made of the learning results and student satisfaction concerning previous academic years. The results show that the change of approach has not reduced the satisfaction results obtained in previous courses. In terms of learning outcomes, there is an overall increase in the grades obtained by students in all assessment items.

Références bibliographiques

  • Abella García, V., Grande de Prado, M., García-Peñalvo, F. J., & Corell, A. (2020). Guía de recomendaciones para la evaluación online en las Universidades Públicas de Castilla y León. Versión 1.1. https://bit.ly/2SqTtR2
  • Alfaro, L., Rivera, C., & Luna-Urquizo, J. (2019). Using Project-based Learning in a Hybrid e-Learning System Model. International Journal of Advanced Computer Science and Applications (IJACSA), 10(10). https://doi.org/10.14569/IJACSA.2019.0101059
  • Beaunoyer, E., Dupéré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies Computers in Human Behavior, 111, Article 106424. https://doi.org/10.1016/j.chb.2020.106424
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS. https://doi.org/10.1007/s11125-020-09464-3
  • Daun, M., Salmon, A., Weyer, T., Pohl, K., y Tenbergen, B. (2016). Project-Based Learning with Examples from Industry in University Courses: An Experience Report from an Undergraduate Requirements Engineering Course. 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET). https://doi.org/10.1109/CSEET.2016.15
  • Estruch, V., & Silva, J. (2006). Aprendizaje basado en proyectos en la carrera de Ingeniería Informática. Actas de las XII Jornadas de la Enseñanza Universitaria de la Informática, JENUI 2006, Deusto, Bilbao.
  • Fardoun, H., González-González, C. S., Collazos, C. A., & Yousef, M. (2020). Estudio exploratorio en Iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia. Education in the Knowledge Society, 21. https://doi.org/10.14201/eks.23437
  • Fonseca, V. M. F., & Gómez, J. (2017). Applying Active Methodologies for Teaching Software Engineering in Computer Engineering. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 12(3), 147-155. https://doi.org/10.1109/RITA.2017.2738178
  • García-Holgado, A., García-Peñalvo, F. J., & Rodríguez-Conde, M. J. (2018). Pilot experience applying an active learning methodology in a Software Engineering classroom. In 2018 IEEE Global Engineering Education Conference (EDUCON), (17-20 April 2018, Santa Cruz de Tenerife, Canary Islands, Spain) (pp. 940-947). IEEE. https://doi.org/10.1109/EDUCON.2018.8363331
  • García-Holgado, A., García-Peñalvo, F. J., Rodríguez-Conde, M. J., & Vázquez-Ingelmo, A. (2019). El campus virtual como soporte para implementar una metodología activa para mejorar la tasa de éxito en la materia de Ingeniería del Software. In C. A. Collazos Ordóñez; C. S. González González; A. Infante Moro; J. C. Infante Moro (Eds.), Libro de Actas IX Jornadas Internacionales de Campus Virtuales (11-13 de septiembre de 2019, Popayán, Colombia) (pp. 10-14). United Academic Journals.
  • García-Holgado, A., Vázquez-Ingelmo, A., García-Peñalvo, F. J., & González-González, C. S. (2020). Perspectiva de género y fomento de la diversidad en la docencia de Ingeniería del Software. In Actas de las Jornadas de la Enseñanza Universitaria de la Informática (JENUI) (Vol. 5, pp. 269–276). AENUI, la Asociación de Enseñantes Universitarios de la Informática.
  • García-Peñalvo, F. J. (2018). Ecosistemas tecnológicos universitarios. In J. Gómez (Ed.), UNIVERSITIC 2017. Análisis de las TIC en las Universidades Españolas (164-170). Crue Universidades Españolas.
  • García-Peñalvo, F. J., Alarcón, H., & Domínguez, Á. (2019). Active learning experiences in Engineering Education. International Journal of Engineering Education, 35(1(B)), 305-209.
  • García-Peñalvo, F. J., & Corell, A. (2020). La CoVId-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? CampusVirtuales, 9(2), 83-98.
  • García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). La evaluación online en la educación superior en tiempos de la COVID-19. Education in the Knowledge Society, 21. https://doi.org/10.14201/eks.23086
  • García-Peñalvo, F. J., & Moreno, M. N. (2004). Software Modeling Teaching in a First Software Engineering Course. A Workshop-Based Approach. IEEE Transactions on Education, 42(2), 180-187. https://doi.org/10.1109/TE.2004.824839
  • González Rogado, A. B. (2012). Evaluación del impacto de una metodología docente, basada en el aprendizaje activo del estudiante, en computación en ingenierías. [Universidad de Salamanca]. Salamanca, España. http://hdl.handle.net/10366/121366
  • Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement on students’ performance in higher education. PLoS ONE, 15(10), e0239490. https://doi.org/10.1371/journal.pone.0239490
  • González-González, C. S., Infante-Moro, A., & Infante-Moro, J. C. (2020). Implementation of E-proctoring in Online Teaching: A Study About Motivational Factors. Sustainability, 12(8). https://doi.org/10.3390/su12083488
  • González-Rogado, A. B., Rodríguez-Conde, M. J., Olmos-Migueláñez, S., Borham, M., & García-Peñalvo, F. J. (2014). Key factors for determining student satisfaction in engineering: A regression study. International Journal of Engineering Education (IJEE), 30(3), 576-584.
  • Gren, L. (2020). A Flipped Classroom Approach to Teaching Empirical Software Engineering. IEEE Transactions on Education, 63(3), 155-163. https://doi.org/10.1109/TE.2019.2960264
  • Hernández-Ramos, J. P., & Belmonte, M. L. (2020). Assessment of the use of Kahoot! in face-to-face and virtual higher education. Education in the Knowledge Society, 21, Article 23. https://doi.org/10.14201/eks.22910
  • Lacuesta, R., Palacios, G., & Fernández, L. (2009). Active learning through problem based learning methodology in engineering education. 2009 39th IEEE Frontiers in Education Conference. https://doi.org/10.1109/FIE.2009.5350502
  • Llorens-Largo, F. (2020). Docencia de emergencia: cómo cambiar el motor en pleno vuelo. Universídad. https://bit.ly/3cpHVEV
  • Macias, J. A. (2012). Enhancing Project-Based Learning in Software Engineering Lab Teaching Through an E-Portfolio Approach. IEEE Transactions on Education, 55(4), 502-507. https://doi.org/10.1109/TE.2012.2191787
  • Martínez, A., Hernández, C., Vivaracho, C. E., Simón, A., Arranz, G., Martínez, M., & Prieto, Ó. (2006). Introducción de Metodologías Activas en el Aprendizaje de la Informática: Experiencia del Grupo GREIDI. In Actas XII Jornadas de Enseñanza Universitaria de la Informática (JENUI) (pp. 347-354). http://bioinfo.uib.es/~joemiro/aenui/procJenui/Jen2006/
  • Moreno-Ruiz, L., Castellanos-Nieves, D., Braileanu, B. P., González-González, E. J., Sánchez-De La Rosa, J. L., Groenwald, C. L. O., & González-González, C. S. (2019). Combining Flipped Classroom, Project-Based Learning,and Formative Assessment Strategies in Engineering Studies. International Journal of Engineering Education, 35(6(A)), 1673-1683.
  • Real Decreto 463/2020, de 14 de marzo, por el que se declara el estado de alarma para la gestión de la situación de crisis sanitaria ocasionada por el COVID-19, (2020). https://bit.ly/3bZDDnD
  • Rodicio-García, M. L., Ríos-de-Deus, M. P., Mosquera-González, M. J., & Penado Abilleira, M. (2020). La Brecha Digital en Estudiantes Españoles ante la Crisis de la Covid-19. Revista Internacional De Educación Para La Justicia Social 9(3), 103-125. https://doi.org/10.15366/riejs2020.9.3.006
  • Sanz, G., Gil, A., Marnet, B., Berlanga, L., Tordesillas, M., Pérez Ruiz, S., & Gómez, S. (2020). Students’ performance in French subjects in the COVID-19 confinement. In F. J. García-Peñalvo (Ed.), Proceedings of the 8th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2020) (Salamanca, Spain, October 21-23, 2020). ACM. https://doi.org/10.1145/3434780.3436690
  • Van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), e243-e244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Vázquez-Ingelmo, A., García-Holgado, A., García-Peñalvo, F. J., & Rodríguez-Conde, M. J. (2019). Resultados preliminares tras tres años aplicando aprendizaje basado en proyectos en ingeniería del software. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 692-697). Servicio de Publicaciones Universidad de Zaragoza. https://doi.org/10.26754/CINAIC.2019.0141
  • Zubillaga, A., & Gortazar, L. (2020). COVID-19 y educación: Problemas, respuestas y escenarios. https://bit.ly/3auXnP8
La source de données: Dialnet