Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses

Integration of Project-Oriented Problem-Based Learning (POPBL) approach in Teaching and Learning (T&L) environment for Software Engineering (SE) courses promotes students personal abilities development in terms of technical and non-technical skills. Nevertheless, most existing POPBL implementati...

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Main Authors: Ibrahim, Noraini, Abd. Halim, Shahliza
Format: Conference or Workshop Item
Published: 2014
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Online Access:http://eprints.utm.my/id/eprint/37766/
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spelling my.utm.377662017-09-14T00:41:32Z http://eprints.utm.my/id/eprint/37766/ Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses Ibrahim, Noraini Abd. Halim, Shahliza QA75 Electronic computers. Computer science Integration of Project-Oriented Problem-Based Learning (POPBL) approach in Teaching and Learning (T&L) environment for Software Engineering (SE) courses promotes students personal abilities development in terms of technical and non-technical skills. Nevertheless, most existing POPBL implementations are basically targeted to single course, and not many are tailored to SE courses generically. Thus, it is important to have a generic framework with the potential of reusing the existing POPBL approach for wider and universal implementation in several SE courses. In this study, the designed POPBL framework involves three principles: i) cognitive learning, ii) collaborative approach and iii) content approach. Additionally, the POPBL framework consists of three stages: onset, execution and closure stages that are sequentially organized directly from planning, analysis, designing and implementation phases in software development. The designed POPBL framework is experimented and integrated into two relevant SE courses namely Programming Technique 1 (PT1) and System Analysis and Design (SAD). The instructors and learners' responses/feedbacks gathered from the survey are positive and promising. In overall, most of the learners agreed that the POPBL implementation in the taught courses improved their non-technical (communication, leader/peers with team working and planning) and their technical skills to creatively solve the real-world problems of the given application systems for the case study projects. From the instructor's point of view, adopting POPBL approach in T&L demands immense work, timely preparation and great participation especially in monitoring the team progress, as well as in giving fast feedbacks and suggestion for every submitted deliverables. 2014 Conference or Workshop Item PeerReviewed Ibrahim, Noraini and Abd. Halim, Shahliza (2014) Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses. In: 8th Malaysian Software Engineering Conference, MySEC 2014, 23 - 24 September 2014, Langkawi, Malaysia.
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic QA75 Electronic computers. Computer science
spellingShingle QA75 Electronic computers. Computer science
Ibrahim, Noraini
Abd. Halim, Shahliza
Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses
description Integration of Project-Oriented Problem-Based Learning (POPBL) approach in Teaching and Learning (T&L) environment for Software Engineering (SE) courses promotes students personal abilities development in terms of technical and non-technical skills. Nevertheless, most existing POPBL implementations are basically targeted to single course, and not many are tailored to SE courses generically. Thus, it is important to have a generic framework with the potential of reusing the existing POPBL approach for wider and universal implementation in several SE courses. In this study, the designed POPBL framework involves three principles: i) cognitive learning, ii) collaborative approach and iii) content approach. Additionally, the POPBL framework consists of three stages: onset, execution and closure stages that are sequentially organized directly from planning, analysis, designing and implementation phases in software development. The designed POPBL framework is experimented and integrated into two relevant SE courses namely Programming Technique 1 (PT1) and System Analysis and Design (SAD). The instructors and learners' responses/feedbacks gathered from the survey are positive and promising. In overall, most of the learners agreed that the POPBL implementation in the taught courses improved their non-technical (communication, leader/peers with team working and planning) and their technical skills to creatively solve the real-world problems of the given application systems for the case study projects. From the instructor's point of view, adopting POPBL approach in T&L demands immense work, timely preparation and great participation especially in monitoring the team progress, as well as in giving fast feedbacks and suggestion for every submitted deliverables.
format Conference or Workshop Item
author Ibrahim, Noraini
Abd. Halim, Shahliza
author_facet Ibrahim, Noraini
Abd. Halim, Shahliza
author_sort Ibrahim, Noraini
title Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses
title_short Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses
title_full Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses
title_fullStr Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses
title_full_unstemmed Generic framework design of Project-Oriented Problem-Based Learning (POPBL) for Software Engineering courses
title_sort generic framework design of project-oriented problem-based learning (popbl) for software engineering courses
publishDate 2014
url http://eprints.utm.my/id/eprint/37766/
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score 13.19449