A Case Study Project for Software Engineering Education

Hilburn, Thomas B.; Towhidnejad, Massood; Nangia, Sumeera; Shen, Li

doi:10.1109/fie.2006.322302

Cited by 19 publications

(15 citation statements)

References 3 publications

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“…Software Engineers often face decision dilemmas and need to analyze the problems, evaluate various alternatives and apply their knowledge and skills (computer science, Software Engineering and domain related) to develop an effective solution [12,19,20]. They use the proven practices (aka best practices) to improve the effectiveness of their solutions.…”

Section: Introductionmentioning

confidence: 99%

A Study of the Effectiveness of Case Study Approach in Software Engineering Education

Garg

Varma

2007

20th Conference on Software Engineering Education &Amp; Training (CSEET'07)

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Section: Introductionmentioning

confidence: 99%

A Study of the Effectiveness of Case Study Approach in Software Engineering Education

Garg

Varma

2007

20th Conference on Software Engineering Education &Amp; Training (CSEET'07)

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“…Hilburn and Towhidnejad (2007) developed a set of mini cases that covers the complete software development life cycle. This work was a continuation from an earlier study (Hilburn et al, 2006), when the authors first advocated the use of the case study approach in training and educating software engineers. The cases evolved from one case that taught the building of a single software product.…”

Section: Introductionmentioning

confidence: 93%

Developing Industrial Cases for Teaching Software Engineering – A Lesson Learned

Razali

Zainal²,

Chitsaz³

2012

ASS

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Software engineers are provided with an enormous choice of technology for improving the quality of software. Being intangible, software products tend to be more intricate to build than any other artifacts. The selection of technology can thus become a critical factor for the success of software development. Software engineers are expected to be well-versed in various technologies to enable them to decide the best one for a particular development project. Sensible decisions however require not only understanding but also active minds, which can be achieved through meaningful learning. Being a discussion-based learning approach that encourages students to exploit knowledge and understanding of the subject matter, the Case Method seems to be a practical teaching and learning option. This method entails developing specific cases that promote exploration and critical thinking. To ensure the developed cases are useful, they should be evaluated. This paper presents a practical methodology for developing as well as evaluating industrial cases for teaching software engineering through the Case Method. It also shares some important lessons learned from the process. These lessons act as a guideline for future case developers to compose useful cases and motivate software engineering instructors to use cases in teaching.

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“…It is either self-developed by the instructor or academic team, or retrieved from a case-repository. Most instructors prefer developing their own cases (Bolinger, Herold, Ramnath, & Ramanathan, 2011;Hilburn, Towhidnejad, Nangia, & Li, 2006;Razali & Chitsaz, 2010) because they can be customised according to the course plan and objectives. A developed case study can either be based on real-life events or it can be an imaginary one.…”

Section: About the Case Methodsmentioning

confidence: 99%

Success Factors for Using Case Method in Teaching and Learning Software Engineering

Razali

Zainal²

2013

IES

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The Case Method (CM) has long been used effectively in Social Science education. Its potential use in Applied Science such as Software Engineering (SE) however has yet to be further explored. SE is an engineering discipline that concerns the principles, methods and tools used throughout the software development lifecycle. In CM, subjects are presented to students by means of real cases whereby students themselves either individually or in group discussions work through the problems and issues presented in the cases. The CM approach is deemed necessary for SE education in order to expose students to real scenarios that challenge them to develop the appropriate skills to deal with practical problems. As a largely theoretical subject, SE students could understand more about the practical application of SE concepts and ideas via such active learning activities. This paper presents a survey conducted on two sets of students who were exposed to CM in learning SE. Besides confirming the acceptance of CM among SE students, the surveys aimed to discover the contributing factors and elements that influence the efficacy of the method. The participants consisted of 64 undergraduates that comprised local full-time and executive students. The survey was performed in two semesters through group interviews. Data from the survey were analysed qualitatively using content analysis. The results showed that there are four factors that are important to teaching SE using CM, namely Environment, Case, Instructor, and Student. Each of these factors has certain criteria and characteristics that suggest how CM can be successfully used in teaching and learning SE. These findings can be used by SE educators to more effectively plan the use of CM as one possible teaching method in SE.

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A Case Study Project for Software Engineering Education

Cited by 19 publications

References 3 publications

A Study of the Effectiveness of Case Study Approach in Software Engineering Education

A Study of the Effectiveness of Case Study Approach in Software Engineering Education

Developing Industrial Cases for Teaching Software Engineering – A Lesson Learned

Success Factors for Using Case Method in Teaching and Learning Software Engineering

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