The agility of agile methodology for teaching and learning activities

Abstract

This paper presents the review of literatures that shows the contribution of the agile methodology towards teaching and learning environment at university level. Teaching and learning at university has since migrated from traditional learning to active learning methodology where students are expected to learn by doing rather than listening passively to lectures alone. The agile methodology naturally has promoted the active participation of team members during system development phases. The nature of agile development methodology has been identified as abundantly compatible and supportive towards active academic learning. Some literature have proposed ways of adopting agile into active learning to improve teaching and learning processes and have highlighted this method as a great success. With the review presented in this paper, we would like to highlight how efficient the agile concept is in tackling several situations in academic learning as shown by an interesting mapping of agile principles to the classroom environment. With that, we hope to bring more options to improve active teaching and learning delivery by adopting agile methodology. On the other hand, few papers have used the academic environment to measure the agile principles. By highlighting this, we offer options for the agile evaluation framework to consider academic environment as a tool to obtain the agile performance feedback.

A Systematic Review of the Use of Agile Methodologies in Education to Foster Sustainability Competencies

“…In the same way we can find traditional project management methodologies in different fields, we can also find equivalent traditional educational methodologies which have multiple points in common. Typically, learning designs based on conductive education which consider the figure of the instructor as the immediate source of learning [30] (the professor's role is to "profess", while students are only present to "absorb it all" [31]) present similarities to traditional project management methodologies in which the project manager has the equivalent role to "herd" his hierarchically inferior colleagues. Additionally, professors are also bound by their superiors and have little range of action due to the over specification in the educational institution ordinances that leaves very little flexibility during implementation [32].…”

Going Agile, a Post-Pandemic Universal Work Paradigm - A Theoretical Narrative Review

“…Another study offers a literature evaluation that demonstrates the value of agile methodology to the teaching and learning environment at the university level (Arrova & Mohana, 2014). University teaching and learning has now shifted from conventional learning to active learning methods, in which students are encouraged to learn by doing rather than passively listening to lectures alone.…”

“…Few publications, on the other hand, have used the academic setting to assess agile concepts. By emphasizing this, the authors propose alternatives for the ag-ile assessment framework to include the academic environment as a tool for obtaining agile performance feedback (Arrova & Mohana, 2014).…”