Integrating a problem-based approach for systems analysis and design curriculum: a 'bug hunt'

Hauser, Karina; Pratt, Jean A.; Mills, Robert J.

doi:10.1504/ijil.2007.013449

Cited by 7 publications

(7 citation statements)

References 11 publications

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“…Based on the search result, it can be inferred that a limited number of Scopus papers have been published on the experience of learners in implementing PBL. Out of nine published articles, five were conference papers (Ahmad et al, 2011;Bishop-Clark, 2006;Ibrahim & Abd Halim, 2014;Morien, 2017;Udomsilp, 2013), three articles (Ahmad et al, 2015;Bentley, 2005;Hauser et al, 2007), and one book chapter (Quade, 2009). Bentley's (2005) study was the first of these nine articles to be published.…”

Section: Literature Reviewmentioning

confidence: 99%

“…On the other hand, both articles published by Bishop-Clark (2006) and Hauser et al (2007) highlighted the best approach for implementing PBL in the SAD course. Claiming the PBL project using WebQuest as successful, Bishop-Clark (2006) confirmed that real-life practical experiences using the PBL approach were crucial to nurture students' learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Claiming the PBL project using WebQuest as successful, Bishop-Clark (2006) confirmed that real-life practical experiences using the PBL approach were crucial to nurture students' learning. In a similar vein, Hauser et al (2007) conducted PBL via the bug hunt project. During the system testing phase of the project, the SAD students were required to locate and remove bugs.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Creating Meaningful Learning Experiences With Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications

Hsbollah

Hassan

2022

Malaysian Journal of Learning and Instruction

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Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students’ knowledge and enhance their soft skills. Methodology – The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students’ self-reflection. Findings – Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others’ ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills. Significance – The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students’ interests to learn the subject.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Creating Meaningful Learning Experiences With Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications

Hsbollah

Hassan

2022

Malaysian Journal of Learning and Instruction

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“…Koutsabasis and Vosinakis (2012) describe courses including studio ones for practitioners, while Martinez et al (2011) and Lamar et al (2012) show how it could work in different areas of expertise. PBL could also be a part of traditional courses, e.g., IT-related curriculum (Hauser et al, 2007;Chu and Hwang, 2010;Hou, 2010). Furthermore, Codur et al (2012) explain how it could be applied to regular courses for engineers.…”

Section: Introductionmentioning

confidence: 99%

Project-based learning. Experiences from the initial stage of implementation in a higher education institution

Spałek

2014

IJIL

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Project or problem-based learning (PBL) has been recognised as a teaching method. Due to its major aspect of the highly practical implementation of knowledge in order to achieve a final product at the end of the course, it is very often applied in non-academic courses. However, the issue of PBL's implementation at higher education institutions is of a more complicated nature. Under those circumstances, the challenges are of a different nature. In this paper, experiences from the first stage of implementation of PBL at a traditional teaching university are presented and discussed. The implications for further steps are drawn as well.

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“…Therefore, assuring quality is a critical success factor (e.g. Hauser et al, 2007). Verification and validation activities have become increasingly important and have been estimated to take between 40 to 80 percent of hightechnology product development resources (e.g.…”

Section: Introductionmentioning

confidence: 99%

Maturity of verification and validation in ICT companies

Härkönen

Belt

Möttönen

et al. 2009

IJIL

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This paper examines the maturity of Verification and Validation (V&V) activities in the different phases of new product development (NPD) chain. A CMMI-based Verification Validation Maturity Model (V2M2) is utilised for the analysis. In this study, the maturity of V&V activities is analysed based on interviews conducted in major Scandinavian telecom companies. The study highlights how the maturity of V&V in production is higher than in the earlier NPD phases. The overall maturity of V&V activities is found to require significant improvement.

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Integrating a problem-based approach for systems analysis and design curriculum: a 'bug hunt'

Cited by 7 publications

References 11 publications

Creating Meaningful Learning Experiences With Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications

Creating Meaningful Learning Experiences With Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications

Project-based learning. Experiences from the initial stage of implementation in a higher education institution

Maturity of verification and validation in ICT companies

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