Authors:
Kay Berkling
1
and
Armin Zundel
2
Affiliations:
1
Cooperative State University Baden-Württemberg, Germany
;
2
Inline Internet Online Dienste GmbH, Germany
Keyword(s):
Blended Learning, Problem based Learning, Software Engineering, Education, Ecosystem of Learning, Self-directed Learning.
Related
Ontology
Subjects/Areas/Topics:
Blended Learning
;
Collaborative Learning
;
Computer-Supported Education
;
e-Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Pedagogy Enhancement with e-Learning
;
Social Context and Learning Environments
;
Technology Enhanced Learning
;
Ubiquitous Learning
Abstract:
This paper describes the implementation of a prototype for blended learning in a Software Engineering course at the Cooperative State University Baden-Württemberg in Karlsruhe. The University has certain particularities that distinguish it from other Universities because students alternate quarters between study and work. Thus, students receive a salary during their three years towards earning a Bachelor Degree and attendance is mandatory. In cohorts, around 30 students spend an average day with at least 5 hours of frontal lecture in the same classroom. Software Engineering takes up about 5 hours a week of in-class time in their second year of study and is the first course students have seen with a self-driven, blended learning format. The paper describes the set-up of the learning environment based on known research results of motivational factors. Based on an exploratory survey of 59 students, these motivation factors are compared to students’ motivations and their realizations in
traditional and self-driven lecture format. Answers revealed that change presents a major challenge for most students and identifies the need for explicit habit building, change management and improved serving of students’ basic needs in a grade-based ecosystem.
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