Challenges Implementing the SimProgramming Approach in Online Software Engineering Education for Promoting Self and Co-regulation of Learning

Abstract

High academic failure rates in computer programming are significant transitioning from initial to advanced stages. In online higher education, challenges are greater since students' autonomy requires greater skills for self-regulation and co-regulation of learning. The SimProgramming approach develops these skills and is being adapted to e-learning for this transitioning phase. In this paper, we describe the dynamics and outcomes of student participation and task development in a first iteration of the adapted e-SimProgramming approach, which took place during a 2nd year-2nd semester course for the Informatics Engineering program at Universidade Aberta in the 2018/2019 academic year. We identified pedagogical and technical challenges, requiring changes for subsequent attempts of adopting SimProgramming for online education contexts: target audience and teaching context aspects; self and co-regulation of learning dimensions of e-learning courses; pedagogical design recommendations; and requirements for software tools for learning management.

Narrative-Driven Immersion and Students' Perceptions in an Online Software Programming Course

“…The original characters in OC2-RD2 [17] were adapted to the SimProgramming didactic approach followed in the course [3], [5]- [10], which employs situated learning in business-like context, and to the students' profiles (the overwhelming majority were from Portugal). This meant renaming characters with nicknames more connected to Portugal's cultural and business reality rather than Brazil's.…”

“…The knowledge and skills a software engineer must master comprise: resilience; maintainability; adaptability; knowledge of theoretical approaches and design methods; technology and tools; recognizing, understanding, modelling, formalizing and analyzing new problems; adapting known solutions; managing an organizational process; interacting with people and coordinating the work of different people [1]- [3]. A survey of 1,926 experts recommended requirements for software engineers' professional performance [2]: writing good code; adjusting behaviors to account for future values and costs; practicing informed decision-making, avoiding making other people' s jobs harder; and learning continuously.…”

“…This prospective nature of the learning objectives of software engineering raises the need to challenge and motivate students for their learning. In this paper, we consider the immersion dimensions of narrative and challenge [4], to explore the use of narrative to drive immersion by supporting students' engagement in learning software engineering programming under the SimProgramming didactic approach [3], [5]- [10]. SimProgramming is a teaching approach concerned with providing a fruitful learning environment, self-and co-regulated forms of learning and formative assessment processes.…”

Metacognitive challenges to support self-reflection of students in online Software Engineering Education

“…This provided insights into the challenges and potential of adapting it to DL: the need for instruments supporting regulation of students' motivation and effort; team communication; strategies for providing feedback and time; and assessment strategies. This first exploration was the inspiration for the first version of e-SimProgramming [7], [8] in academic year 2018/2019.…”

“…To address these hurdles, we have been developing the e-SimProgramming approach, an e-learning adaptation of the SimProgramming approach, originally developed for face-toface education [1]- [6]. The first version of e-SimProgramming was implemented in the academic year 2018/2019 [7], [8]. Several hurdles were identified, leading to changes in the academic year 2019/2020.…”