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Principled Flipped Learning Paradigm for Laboratory Courses in Software Engineering

In: Software Engineering Education Going Agile

Author

Listed:
  • Tonghua Su

    (Harbin Institute of Technology)

  • Shengchun Deng

    (Harbin Institute of Technology)

  • Xiaofei Xu

    (Harbin Institute of Technology)

  • Dong Li

    (Harbin Institute of Technology)

  • Zhiying Tu

    (Harbin Institute of Technology)

Abstract

Laboratory courses in software engineering are more problem solving oriented than regular courses, thus flipped learning seems to be an effective teaching approach. We present a principled flipped learning paradigm for laboratory course in software engineering to enable student-centered learning. The paradigm consists of three instruction models: the goal-assessment model, the process model, and the course evolutionary model. The goal-assessment model is used to guide and assure the success of the course, following a divide-then-conquer strategy. The process model breakdowns the learning life cycle and arranges them as a spiral process. Finally, the course evolutionary model connects the aforementioned two models together: if there is any unsatisfied subgoal, then the course process model will be renewed in the next cycle or semester. To investigate the effectiveness of the proposed paradigm, we also present our practices in a case study.

Suggested Citation

  • Tonghua Su & Shengchun Deng & Xiaofei Xu & Dong Li & Zhiying Tu, 2016. "Principled Flipped Learning Paradigm for Laboratory Courses in Software Engineering," Progress in IS, in: Stephan Kassel & Bing Wu (ed.), Software Engineering Education Going Agile, pages 123-128, Springer.
    • Handle: RePEc:spr:prochp:978-3-319-29166-6_17
    DOI: 10.1007/978-3-319-29166-6_17
    as

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