![](bga.png)
topics they are not so confident. This is an iterative
and incremental process that can be conducted with
real scenarios from the market.
Table 20: Collected Metrics for the OS Discipline.
Metric
Description
Value
(Average
M1 Average of students attendance (Frequency) 90.49%
M2 Assignments Average Value 62.50%
M3 Average of activities/discussions posted on Blackbo-
ard
46.35%
M4 Students ’ motivational level in activities 61.91%
M5 Level of commitment to students in the activities 61.91%
M6 Qualification level of students to deal with cloud com-
puting activities
52.64%
M7 Student preparedness level for cloud computing chal-
lenges
56.36%
M8 Percentage of difficulties students had in the activities
with cloud resources
52.34%
Table 21: Comparing the Metrics of SAD and OS Discipli-
nes.
Metric
APS (%) SO (%)
M1 - Average of students attendance (frequency) 89.66% 90.49%
M1 - Average of Students Attendance 64.32% 63.98%
M2 - Average Students Grade 64.80% 62.50%
M3 - Average of the activities/discussions posted
at Blackboard
47.00% 46.35%
M4 - Level of Student Motivation in activities 61.73% 61.91%
M5 - Level of commitment of students in the
activities
61.73% 61.91%
M6 - Level of qualification of pupils to act with
cloud computing (virtualization activities)
40.73% 52.64%
M7 - Level of preparation of students for the
challenges of cloud computing
56.61% 56.36%
M8 - Percentage of difficulties faced by students
in cloud computing activities
55.54% 52.34%
5 CONCLUSIONS
Software is a fundamental component of many sys-
tems, services, and products. Its development con-
sumes increasing amounts of resources. Moreover,
an infrastructure is needed to run and make availa-
ble software to users. The cloud computing paradigm
has increasingly provided a better cost-benefit relati-
onship for both the industry and final users. To deal
with this scenario, students should be prepared to per-
form tasks in this scenario. In this paper, we analyzed
the inclusion of cloud computing scenarios in two un-
dergraduate courses. As future work, there is the pos-
sibility of conducting a new version of this research
in collaboration with industry (Hanna et al., 2015), as
well as applying the described instruments of flipped
classroom and action research approach in industry
for training purposes (Fagerholm et al., 2017).Anot-
her possibility is the conduction of this study in ot-
her universities to compare results and to obtain better
conditions to generalize results and findings.
ACKNOWLEDGMENTS
The first author of this paper received a scholarship
from the Bahia Research Foundation (FAPESB) re-
gistered as BOL0731/2016.
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