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Software Engineering Education Going Agile

Part of the series Progress in IS pp 123-128

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Principled Flipped Learning Paradigm for Laboratory Courses in Software Engineering

  • Tonghua SuAffiliated withSchool of Software, Harbin Institute of Technology Email author 
  • , Shengchun DengAffiliated withSchool of Software, Harbin Institute of Technology
  • , Xiaofei XuAffiliated withSchool of Software, Harbin Institute of Technology
  • , Dong LiAffiliated withSchool of Software, Harbin Institute of Technology
  • , Zhiying TuAffiliated withSchool of Software, Harbin Institute of Technology

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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.

Keywords

Flipped Classroom Education Model Student-centered Teaching Software Engineering Education Laboratory Course