This chapter reports on the design, development, and implementation of a hybrid introductory systems analysis and design (SAD) semester long course taught at the junior/senior level. Five online instructional modules that focus on student-centered, problem-based learning (PBL) were developed. Each module parallels and reinforces the classroom session content. The classroom “seat-time” saved by having students study and complete online materials provides the instructor and students with additional time for face-to-face and electronic discussions. To further encourage PBL throughout the semester, students use an iterative approach to the SAD life cycle to analyze, design, and implement a prototypic solution to a real world problem presented by the authentic client. The use of a learning management system allows the client to participate in the course throughout the semester regardless of the physical distance between the students and the client. Instructor experiences, hybrid module development strategies, and a summary of student and client feedback are included.
This paper describes a computer science course designed to develop and enhance undergraduates' research skills. The course pedagogy served to significantly reduce the faculty mentor's tedious task of building the mentee's research-related skill set, yet facilitated the establishment of partnerships between mentors and mentees.
Software engineering courses typically introduce students to the fundamental principles used in this disciple area and provide students with an opportunity to demonstrate their understanding of these principles through the development of a software product. This session describes the author's experiences designing and implementing a hybrid software engineering course that incorporates elements from both traditional classroom and online learning environments. The classroom time saved by having students study and complete materials online is used by the instructor throughout the course to provide students with additional electronic and face-to-face feedback. An authentic business client, who provides students with an actual project for use in software development process, also participates in the course via the online environment.
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