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

Razali, Rozilawati; Zainal, Dzulaiha Aryanee Putri

doi:10.5539/ies.v6n6p191

Cited by 5 publications

(5 citation statements)

References 21 publications

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“…The four factors are then grouped under three aspects namely Environment, Process and Product. Since Environment implies a wide context, the 'Environment' theme used in earlier studies (Razali & Zainal, 2013a, 2013b) was changed to 'Infrastructure' to disambiguate it from the Environment aspect. The three aspects interact or have certain functional relations with each other.…”

Section: Resultsmentioning

confidence: 99%

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A Guideline of Using Case Method in Software Engineering Courses

Zainal¹,

Razali²,

Shukur³

2014

IES

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Software Engineering (SE) education has been reported to fall short in producing high quality software engineers. In seeking alternative solutions, Case Method (CM) is regarded as having potential to solve the issue. CM is a teaching and learning (T&L) method that has been found to be effective in Social Science education. In principle, instructors should be guided appropriately in order to adopt CM in T&L. SE education however lacks of such guidelines. This paper addresses this concern by identifying the factors and their corresponding elements and conditions that contribute to the effective use of CM in T&L SE courses. The factors, elements and conditions were then collated as a framework in the form of a guideline. The factors, elements and conditions were gathered through a series of studies, namely a theoretical study, two surveys and two expert reviews. The theoretical study involved reviewing previous research, while the surveys were performed with five groups of students who experienced CM in learning SE courses. The students were from various education and work backgrounds. Two types of survey instruments were employed, which are questionnaire and group interviews. To form the guideline, the gathered data were analysed qualitatively using contents analysis. The guideline was then validated by two experts through expert reviews. There are four main factors that constitute the guideline of using CM in T&L SE courses: Case, Instructor, Student and Infrastructure. Each factor has its corresponding elements and conditions. The guideline is useful for SE instructors to adopt CM in T&L SE courses at their institutions.

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Section: Resultsmentioning

confidence: 99%

“…Prior to the interviews, a pilot study was conducted to ensure the validity of the questions. The elaboration about the survey including the rationale behind the 'Multi-racial' criteria can be found in (Razali & Zainal, 2013b).…”

Section: Surveymentioning

confidence: 99%

A Guideline of Using Case Method in Software Engineering Courses

Zainal¹,

Razali²,

Shukur³

2014

IES

Self Cite

View full text Add to dashboard Cite

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“…Case Learning (Wang & Yang, 2010) and Case Study approach (Garg & Varma, 2007) are among two other synonymous terms by which CM is also known (Razali & Zainal, 2013).…”

Section: Case Methodsmentioning

confidence: 99%

“…The rationale behind having no clear-cut solutions is that the answers finally offered should come from students' deep analysis, discussion, and understanding, rather than being self-evident. This facilitates students in enhancing their analytical and problem-solving skills as well as promoting proactive learning (Razali & Zainal, 2013).…”

Section: How Harvard's Case Methods Can Help Bridge the Gap Between Ds And Decision Makingmentioning

confidence: 99%

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Success Factors for Using Case Method in Teaching Applied Data Science Education

Chkoniya

2021

European Journal of Education

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In a world where everything involves data, an application of it became essential to the decision-making process. The Case Method approach is necessary for Data Science education to expose students to real scenarios that challenge them to develop the appropriate skills to deal with practical problems by providing solutions for different activities. Data science combines multiple fields like statistics, scientific methods, and data analysis to extract value from data, being an umbrella term used for multiple industries, such as data analytics, data mining, machine learning, big data, business intelligence, and predictive analytics. This paper gives an overview of success factors for using the Case Method in teaching Applied Data Science education. Showing that close analysis provides a deeper understanding of implications, connects theory to practice, and classes unfold without a detailed script when successful instructors simultaneously manage content and process. This synthesis of current research can be used by Applied Data Science educators to more effectively plan the use of the Case Method as one possible teaching method.

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A capability maturity model for assessment of active learning in higher education

Garbin

Caten

Pacheco

2021

JARHE

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PurposeAlthough active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).Design/methodology/approachThe CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.FindingsThe findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.Practical implicationsThe primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.Originality/valueThe model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

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

Cited by 5 publications

References 21 publications

A Guideline of Using Case Method in Software Engineering Courses

A Guideline of Using Case Method in Software Engineering Courses

Success Factors for Using Case Method in Teaching Applied Data Science Education

A capability maturity model for assessment of active learning in higher education

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