Agile Methodology in Online Learning and How It Can Improve

Communication: A Case Study

Manuela Petrescu

and Adrian Sterca

Department of Computer Science, Babes-Bolyai University, Str. M. Kogalniceanu, Cluj-Napoca, Romania

Keywords:

Agile Methodologies, Online Learning, Educational Study.

Abstract:

This paper presents a study on using Agile methodologies in the teaching process at the university/college

level during the Covid-19 pandemic, online classes. We detail a list of techniques inspired from software

engineering Agile methodologies that can be used in online teaching. We also show, by analyzing students

grades, that these Agile inspired techniques probably help in the educational process.

1 INTRODUCTION

Agile is a methodology based on constant improve-

ment that uses a different approach for software de-

velopment than the classical waterfall approach. The

waterfall methodology has a set of advantages such

as using a clear development structure, having a

goal determined in the ﬁrst phases. However water-

fall methodology has some major disadvantages (e.g.

changes are difﬁcult to implement, the client is ex-

cluded from the development process, so on) and be-

cause of these, it is slowly replaced by other method-

ologies (such as Agile). Agile sticks to some base

principles in order to improve communication, coop-

eration, customer feedback and to ease the implemen-

tation of changes in the developed application. The

main principles are (Manifesto, 2021):

• Individuals and interactions over processes and

tools

• Working software over comprehensive documen-

tation

• Customer collaboration over contract negotiation,

Responding to change over following a plan

For a more complete presentation of Agile method-

ologies, please see (Rubin, 2012).

As higher education enrollment is seeing a de-

cline because of high tuition costs, online education

could help students start and ﬁnalize their studies, a

swift change in learning methods seems to be hap-

pening, going to a more ecological and economically

viable environment (Bozkurt and Hilbelink, 2019).

https://orcid.org/0000-0002-9537-1466

https://orcid.org/0000-0002-5911-0269

The overall post secondary enrollment rates dropped

and the rates for online enrollment grew year after

year (Lederman, 2018). These directions were ac-

centuated due to the 2019 pandemic, as in fall 2020

the undergraduate enrollment had a 4% decline com-

pared to the previous year, and the postsecondary en-

rollment had a 3% decline compared to the previous

year (Clearinghouse, 2021). A comparison between

2021 and 2020 conﬁrms the trend, spring 2021’s un-

dergraduate enrollment decline was 4.5% compared

to 2020 (Miller, 2021). A market analysis performed

by Market Research, found out that in 2019, the US

Academic E-Learning market size was around US$

1.84 billion, and their prognostic was to reach US$

5.31 billion by the end of 2026.(Research, 2020)

COVID-19 pandemic obliged schools to go on-

line, most colleges and universities moved their

courses online and closed the campuses. Some stu-

dents managed to attend online classes, others had

problems related to internet access, mobile devices

and even with ﬁnding quiet learning locations. In

the USA, a survey of college students done after the

Spring 2020 semester indicated that 43% of the stu-

dents that have enrolled in traditional face-to-face

classroom courses did not take an online class before.

21% if the students had only taken one online class

prior to the pandemic, and 35% of them had taken

two or more classes. (Miller, 2021)

Even if the students and the professors seem

conﬁdent in achieving the learning goals, the results

point out a different thing: the students and (their

parents) have a lower degree of satisfaction regarding

the online tutoring comparing to traditional face-to-

face learning. In USA, a study done after one online

semester shows that the satisfaction level decreased

542

Petrescu, M. and Sterca, A.

Agile Methodology in Online Learning and How It Can Improve Communication: A Case Study.

DOI: 10.5220/0011317400003266

In Proceedings of the 17th International Conference on Software Technologies (ICSOFT 2022), pages 542-549

ISBN: 978-989-758-588-3; ISSN: 2184-2833

from 87% to 59% when the courses were held

online and the high dissatisfaction level grew from

3% to 13% (Miller, 2021). In another study from

Romania, a signiﬁcant percent of parents (23.03%)

considered that the online courses did not help their

children (middle school, high school, and university

level) to accumulate new knowledge.(Constantin

Aurelian Ionescu, )

Pro and Cons of Online Learning vs Traditional

Learning

There are lots of factors that can be considered

as pro arguments for online learning: the cost, the

availability of the course content (24/7), and the

availability as each student can learn at his own

pace. The cons arguments are referring to less

human interaction, the increase of zoom fatigue

due to lack of nonverbal communication, weari-

ness, more distractions and environmental issues

(hardware/software capacity, bandwidth, Internet is-

sues, difﬁculty of ﬁnding a quiet place to learn, so on).

Online Learning Advantages

There are countries where the universities offer

traditionally free degree programs and the students

do not pay for their tuition. However, some tradi-

tional universities have costs with managing property,

buildings, staff, costs that can get up to $30,000 to

$50,000 just in tuition for universities such as Har-

vard, Duke or Yale (Schools, 2021). These costs are

largely not present for the online courses, the average

cost spent for online courses in the USA was between

$100 to $400 (Schools, 2021) per credit hour and

79% of the students that completed an online course

strongly agree that it is worth the cost (Magda et al.,

2020). For corporations, up to 60% of total training

cost is due to traveling expenses according to a

KPMG paper (Wildi-Yune and Cordero, 2015). Other

arguments are referring to the course availability, the

online courses can be accessed when the students

have time.

Online Learning Disadvantages

Taking online courses by necessity as the schools

closed, has a huge impact on the students, as some of

them struggle with hardware constraints (not having

a mobile device to connect), to poor infrastructure,

or ﬁnding a quiet space to learn. “The main reason

was the lack of technical resources to access the

platform or Internet connection at home. From the

students’ perspective, 81% of those who declared

that they have not participated in online courses at

all, are from rural areas and do not have an Internet

connection at home.” (Constantin Aurelian Ionescu,

). In the USA, most of the students complained about

the home schooling conditions as 20% of college

students who had online classes instead of traditional

classes during the pandemic indicated that it was a

major challenge to ﬁnd a quiet place for learning

(Miller, 2021). Spending more than 5, 6 hours every

day in meetings has another psychological impact

called “zoom fatigue”, making the students tired

as their brain tries to compensate for the lack of

nonverbal behaviour, effect analysed in different

papers (Ramachandran, 2021; Fosslien and Duffy,

2020).

2 USING AGILE IN ONLINE AND

OFFLINE LEARNING

There are many papers in the industry discussing

how to teach the Agile methodology (Deved

c and

Milenkovic, 2011) (Sharp and Lang, 2018; Missiroli

et al., 2016), but the literature is not so abundant in pa-

pers related to how Agile can be used when teaching

a course, especially regarding the online courses.

In this study we intend to answer to the following

research questions:

1. Is the Agile methodology helpful in the online

courses?

2. Should Agile methodologies be applied to courses

/seminars or laboratories?

Agile is a software development methodology that

is taught at college level, but the Agile concepts can

be adapted to online teaching. Our proposal is to

adapt the following events:

• Sprint planning

• Sprint review

• Sprint prospective

• Agile stand-ups

• Use Agile for nonverbal communication.

2.1 Scrum: Sprint Planning Event

When Teaching

Mentioning the requirements, the syllabus on the ﬁrst

course, mentioning the plan and the structure for each

seminar/course or laboratory in the beginning is simi-

lar to Scrum, Sprint Planning event. In each sprint two

major questions would be answered: Why is the sprint

Agile Methodology in Online Learning and How It Can Improve Communication: A Case Study

543

valuable? and What can be done in this sprint? Fol-

lowing this approach, each professor can mention and

answer similar questions in the beginning of a course

in order to get the interest of his students:

• What it will be discussed in the course/seminar;

the content and the structure.

• Why the discussed topics are important

Mentioning the plan, the structure and the relation

between the concepts makes the course easier to fol-

low and to understand. Every course should be well

structured, and it’s important that this information and

the topics that will be discussed are shared with the

students, as it helps students understand and integrate

the presented information into patterns, making the

concepts easier to retrieve and to use. Every course

should be well structured, starting with the plan, then

presenting the information in a logical manner, and ﬁ-

nally exercises and conclusion. Using this approach,

the students will know when it ends, how information

is related and structured and what is expected from

them.

In a study involving students from Babes Bolyai

University, Computer Science that was performed

by us (details of the study will be provided later

on), most of them 97.1% appreciated that it was

useful to ﬁnd out in the beginning of each semi-

nar/laboratory/course the structure and the main top-

ics.

2.2 Scrum: Sprint Review When

Teaching

The sprint review is a working session that analyses

what was accomplished in the sprint, a session that

should be time-boxed to a maximum of 4 hours for

a four weeks sprint. Related to a course of two or

four hours, it should be time-boxed to 5 to 10 minutes

in which a summary of the major topics, the essen-

tial terminology and concepts are presented. Sum-

marizing at the end of the course helps students re-

member the information presented in the higher per-

centage and it also helps structuring it into patterns.

In our study, most of them appreciated that summa-

rizing the information at the end of a course was

helpful. Summarizing should also include a Q&A

short session. Asking questions, involving the stu-

dents to participate and analyse or debate over the pre-

sented topics not only helps them clear some misun-

derstandings, but also has a beneﬁcial impact on the

students/professor communication. The teacher can

give positive reinforcements to the desired behaviour

and to interesting or challenging questions. The stu-

dents, as all human beings, usually are motivated by

the teacher’s appreciation, thus improving communi-

cation. The following image reﬂects the percentage of

students in our study that appreciated having a review

after the course.

Figure 1: Student’s feedback regarding Sprint Review.

We made the following observation: the percent-

age of the students that appreciated Sprint Review

was the same with the percentage of the students ap-

preciating Sprint Planning. We also analysed that

there is a possibility that the students just clicked

without reasoning as the questions were displayed one

after another, but we considered that the percentage is

extremely high and is relevant for our study, even if

some students might have been inﬂuenced by the or-

der of the questions.

2.3 Scrum: Sprint Retrospective Event

when teaching

The sprint retrospective is a meeting that formally

concludes the sprint, in which the team discusses

what went well in the sprint, what could be improved

and what will be committed to improve. Normally,

a sprint retrospective in Agile software development

lasts anywhere between 30 minutes to 3 hours. In

teaching, the duration of this retrospective/feedback

meeting/discussion should be scaled down propor-

tionally to the duration of the ”teaching sprint” and we

suggest is should not take more than 10 minutes and

should be done after each major topic (that includes

2 - 4 course hours). This feedback discussion should

not be a Q&A session, but rather a session for gath-

ering information about how well the students under-

stood the explained concepts and how well they can

apply them, their impressions and feelings as sugges-

tions for methods to improve the following courses

can also be collected. There are cases when the exam-

ples provided by the professors are not enough or they

are not explained in detail, or there is not enough/too

much theory. Knowing the student’s opinion, the pro-

fessors could improve their teaching methods and the

structure of the course. However, the students’ opin-

ions should not prevail over the overall scope of the

course.

ICSOFT 2022 - 17th International Conference on Software Technologies

544

Our recommendation is not to use this instrument

too frequently as asking every time for feedback the

students will get bored, disregard the requirement and

provide irrelevant answers or even consider that the

professor is not conﬁdent enough on his capabilities

and need constant feedback. However, asking the

feedback only once in a semester, at the end of it,

might prove not enough as the students tend to for-

get the observations they had in the ﬁrst courses.

2.4 Agile Stand-ups Meeting in

Teaching

In Agile methodology, a stand up stands for a daily

15 minutes meeting for the team to plan for the next

24 working hours, and is based on three questions:

What did you do yesterday? What will you do today?

Anything blocking your progress?

Agile recommends that a team has a maximum 8

members, so a 15 minute meeting is feasible if the ad-

ditional topics are discussed. However, due to the fact

that the number of students attending a course is much

higher, we recommend the following approach only

for seminars or for laboratories where the student’s

number is smaller. Even though the number of stu-

dents in a seminar group or laboratory group is usu-

ally not as low as 8 (typically it is between 20 and 30

at our university), we consider that 15 minutes stand-

ups is a good compromise between using the semi-

nar/laboratory time for presenting new knowledge to

students and discussing issues related to already ac-

quired knowledge. Our proposal is to have a 10-15

minutes discussion about the problems the students

encountered when doing their homework and about

the solutions they found. Most of the time, during the

laboratories, the professor can help/check homework

only for a student at a speciﬁc moment of time. Hav-

ing this session in the beginning of a class has some

major advantages:

• All the students ﬁnd new information and learn

from their colleagues; discussing mistakes and

problems as the solution for those problems is in-

creasing their experience.

• The students become conﬁdent, opened with their

colleagues and learn to work in a team. They re-

alise that everyone is making mistakes, everyone

encounters issues that have to be solved and the

most important thing is to learn.

• The professor can ﬁnd out where there are the ma-

jor problems and how to improve the course by

providing other examples or details.

3 AGILE IN NONVERBAL

COMMUNICATION IN ONLINE

COURSES

This semester, due to the pandemic all courses were

held online. Based on the following arguments, we

tried to make students have their camera turned on.

The arguments were:

• They become aware that they can be asked to an-

swer and that they are seen if they do something

else or are not paying attention.

• The students have to attend the semi-

nars/laboratories, they are not allowed to

turn off their cameras while they are leaving

the room or they are getting involved in other

activities.

• The professor can see if the students understand

the explained concepts based on their face mim-

ics and the professor can adjust the course accord-

ingly.

As in Agile methodology, when the students have the

camera turned on, the “fatigue” signs such as yaw-

ing or texting on the phone, or bending over the desks

are easy to be noticed (for a small number of partici-

pants) and the professor can react and try to animate

the course. There are several methods that can be used

to animate a course, from joking to asking questions

or starting some free discussions.

In the 8th week of study, after applying some

Agile methods in teaching, we decided to see what

was the perception of the students regarding the

new approach. So we create an anonymous quiz

with 10 closed questions (8 with yes/no option and

2 with more than 4 multiple response options) and

one open question to allow them to express other

opinions/ideas related to the course and/or Agile

methods that were used during this semester. In the

next section, we will focus on the perception for

cameras turned on/off and on the methods to animate

the course.

Camera ON/OFF

In the 8th week of study, the students were re-

quired to provide a feedback for this approach. As

expected, most of them mentioned that they would

prefer to have their camera turned off, and in the

same ratio, they wanted the professor to have the

camera turned on. Our expectation was that the

ratio of 61.4% of students that prefer the teacher to

have their camera turned on was even higher, but the

results should take into consideration the fact that

some parts of the laboratories consisted in presenting

Agile Methodology in Online Learning and How It Can Improve Communication: A Case Study

545

home-works or explaining concepts/ PowerPoint

presentations that imply screen sharing and decrease

the importance of non verbal communication in those

speciﬁc time-frames.

Figure 2: Student’s feedback regarding teacher’s camera:

ON/OFF.

Figure 3: Student’s feedback regarding their own camera:

ON/OFF.

As a note, even if the responses collected from stu-

dents mentioned that they prefer to have their camera

turned on, when they were allowed to choose to have

their camera turned on/off, most of them turned off

their cameras.

As the results were surprising (38,6% of students

stated that they prefer to have their camera turned on),

we decided to perform some tests as in our observa-

tions in other groups of students the percentage was

much lower. We selected 3 semi-groups of 15 stu-

dents and they were allowed to choose freely to set

their camera on or off. Out of this set of students only

2-3 students turned their camera on. Furthermore, if

the professor would leave his/her camera off, the stu-

dents are not encouraged to turn on their camera; the

best observed ratio of students turning on their cam-

era voluntarily was less than the declared one by 20%

- 25%.

Another question was related to the relation be-

tween the students’ involvement in the course and

their turned on/off camera. Our assumption was that

the students with the camera turned on (due to the

fact that they know that are observed), will be more

involved. However, the percentage of students that

declared that they got more involved is lower than ex-

pected: only 15.7%, and most of them appreciated

they were involved in the same manner.

However, having students with their camera

Figure 4: Student’s feedback regarding their involvement

turned on was a valuable resource as the signs that

showed boredom were easier to spot, so the teacher

was aware and could adapt. Some students that were

texting on cell phones were asked to answer, or to

provide an opinion about the discussed topic.

The results of the quiz were surprising as we expected

to have a higher percentage of students that get more

involved if they have their camera turned on, but we

did not perform additional tests to really measure

their involvement (the metrics could be the number of

times they respond freely without being questioned

by the professor). The observed pattern was that the

students are more aware of the fact that they are in a

class, they try to hide themselves when texting; so in

our perception, their behaviour changed when they

had the cameras turned on.

Methods to Animate the Course

Due to many distractions available at home, the

students are easier to get distracted and to lose their

focus. The professors need to reinvent themselves

and reinvent the teaching methods in order to keep

their students interested. In our study we tried

different approaches: humor (jokes), asking the

students that are distracted to answer, or provoking

those students that have their camera turned off and

free discussions.

Using humor has some advantages: it’s relatively

easy to integrate, it consumes little time, relaxes ev-

eryone and makes the students feel better. How the

students are feeling in a class is quite important as the

information presented can be retrieved from books,

from papers, sometimes having a better structure than

the one presented at course. However, what makes a

course unique, so the students love it and learn from

it is the communication and the connection they are

having with the professor. Humor can create a com-

munication bridge. The downside is that when there

is no connection between the students and the profes-

sor and only the professor ﬁnds the jokes amusing, the

humor should not be used. It just makes communica-

tion harder.

Even if humor is one of the best methods to ani-

ICSOFT 2022 - 17th International Conference on Software Technologies

546

mate a course, it has to be used with caution as no one

wants to transform a course into a stand-up comedy.

The main focus is and should be learning and passing

information and knowledge to students.

Provoke Distracted Students to answers was a

method used in our experiments. Even though the

students were more attentive, they did not like this ap-

proach. They felt uncomfortable as they had to con-

trol their distractions. The seminar request was that

everyone should have the camera turned on. Provok-

ing students that had their camera turned off to an-

swer usually had a positive effect on the other stu-

dents, as the inattentive students stuttering amused

their colleagues. None of these methods can however

be used intensively, as asking and provoking students

that don’t know the subject or that do not pay attention

distract the other students and make them lose their

focus. The logical explanations and ﬂow can also suf-

fer, so the recommendation is to use each method in

an appropriate manner.

Free discussions was in our opinion the most difﬁcult

method to use as it consumes time and it’s not easy to

ﬁnd an interesting provoking topic from the course

topics. We realize that this may be different for other

learning setups and may be too speciﬁc to our own

experience. A downside for using free discussions is

that they can be used only after the theoretical part is

taught and explained, only after the basic knowledge

on a topic is achieved. However, the free discussion

method was the most appreciated method for animat-

ing the course in our study, as the students can express

their ideas and their personality, can argue and debate

over a subject or a topic.

Examples were also appreciated by the students. It

was interesting to ﬁnd out that our assumption that

the waw examples (“the most”, “the top”) would be

more appreciated proved to be wrong, the students

preferred familiar examples in the same percentage

as waw examples. The percentage was 38.6 familiar

examples to 34.3 waw examples.

Figure 5: Student’s feedback regarding animation elements.

4 EVALUATION

In this section we are trying to evaluate the effect

of applying some of the above Agile techniques to

Web Programming laboratory classes held with uni-

versity students. At the Web Programming laboratory

classes students are assigned tasks from the various

ﬁelds taught at the Web Programming course (Html,

CSS, Javascript, Jquery library, Angular framework,

PHP programming, JSP and Java servlets, ASP.Net

Core) and they have speciﬁc deadlines for each task.

The grade received by a student for a lab task reﬂects

the quality of the solution and the fact that the stu-

dent complied with that task’s deadline; the grades

vary from 1 (received for a lab task not delivered) to

10 (received for a good to perfect solution for the lab

task).

We are comparing the lab grades received by stu-

dents in academic year 2019, before the Covid-19

pandemic, when the classes were held with students

being physically present in laboratory rooms, with the

grades received by students in academic year 2020,

during the Covid-19 pandemic, when all classes were

taught online using Microsoft Teams videoconferenc-

ing sessions. In the academic year 2020 we applied at

the Web Programming laboratory classes some of the

Agile techniques mentioned above, as a way to help

students cope with the non-physical presence at the

university induced by the Covid-19 pandemic. Since

we normally expect lab grades to drop during Covid-

19 pandemic with online laboratory classes, we are

trying to measure whether Agile techniques can be

used in order to maintain or improve lab grades for

pandemic online classes with respect to normal, pre-

pandemic, physical classes (i.e. when students were

required to be physically present at the laboratory

class)

We can see in Fig. 6 the average lab grade (com-

puted for all the laboratory tasks, for all students)

computed Before Pandemic (2019) and During Pan-

demic (2020) when we employed Agile techniques.

We can see that the average lab grades are very simi-

lar, the average grade during pandemic being slightly

less than the average grade before pandemic. We con-

clude from this that Agile techniques probably helped

in maintaining student grades during pandemic (i.e.

during online classes) at a level equal to the pre-

pandemic one. These results could also be explained

if the students from the 2020 generation are overall

better than the students from the 2019 generation. But

our analysis of all the grades received at the Web Pro-

gramming course by the past 5 generations of students

did not show signiﬁcant differences between these 5

generations of students.

Agile Methodology in Online Learning and How It Can Improve Communication: A Case Study

547

Fig. 7 shows the standard deviation of the lab

grades received by students before pandemic and dur-

ing pandemic. We can see that the two values are sim-

ilar. Also, in Fig. 8 and 9 we can see the grades his-

togram before the pandemic and during the pandemic,

respectively. These plots are very similar, showing

that many lab tasks were solved very well by most

students.

Figure 6: Average lab grade of students Before Pandemic

(2019) vs. During Pandemic (2020).

Figure 7: The standard deviation of lab grades of students

Before Pandemic (2019) vs. During Pandemic (2020).

Figure 8: The histogram of lab grades (academic year

2019).

We can now answer our initial research questions.

Is the Agile methodology helpful in the online

courses?

One of the principal assets of Agile methodology

is the principle of systematic retrospective (imple-

mented in the retrospective meetings in software de-

Figure 9: The histogram of 4lab grades (academic year

2020).

velopment); the retrospective perspective, repeating

ideas and notions is a formidable aid in the learning

process, even if is not sufﬁciently used by the teach-

ers. In the proposed approach, there is time allocated

for a retrospective part, thus helping the learners to

ﬁx their knowledge. Because if this aspect, using Ag-

ile methodology can improve the effectiveness of the

online courses.

Should Agile methodologies be applied to courses

/seminars or laboratory?

Agile methodology is all about adapting, adapting

to obtain better results, to a speciﬁc environment or to

projects. Parts of the Scrum methodology can not be

used for courses if the number of the students exceeds

20-30 people, but the retrospective part can prove it-

self very useful as it helps achieving and better un-

derstand the information presented in the course. For

the seminars (depending again on the number of stu-

dents), time can be allocated in the beginning of the

seminar to check if there are questions, if the students

encountered issues or problems related to the previous

taught topic they could not solve or if they found an

ingenious method to solve the issues. Allocating time

in the end of the seminar for a retrospective helps to

understand better the concepts and to “place” them in

patterns. In the laboratories as the student number is

the smallest, it’s easier to apply the Agile methodol-

ogy and to allocate time for the students to speak their

mind related to the previous taught topic or the exper-

iment/work they had to do. In conclusion, the adapted

Agile methodology are useful in the teaching process,

starting from the courses, continuing with the semi-

nars and laboratories.

5 CONCLUSION AND FUTURE

WORK

The experiment of introducing the Agile inspired

methodologies in teaching courses, seminars and lab-

ICSOFT 2022 - 17th International Conference on Software Technologies

548

oratories (i.e. practical work classes) had beneﬁts

and most of the students had a positive reaction to

them. However, more than the positive reactions,

the grades should reﬂect if there is an improvement

in the learning process and a comparison has to be

made with the grades obtained by the students from

the previous year. The future work will consist in ﬁne

tuning the proposed methodologies (stands-up, retro-

spective, spring planning) and elaborating some met-

rics related to these activities (we proposed some time

constraints), but we need more studies before we can

state that the proposed time intervals are the best ones.

We have shown by analyzing the grades obtained by

students before the pandemic classes and during the

pandemic classes that using Agile methodologies in

teaching helps the educational process.

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