1,720,971 research outputs found
Understanding the Development of Knowledge in Novice Database Modellers
No full textDatabase modelling is a skill any undergraduate student must master as part of a computer science degree program. For novices, it is a challenging task involving interconnected and abstract concepts. The aim of this research was to gain an in-depth understanding of how novices learn to model by examining their learning processes and barriers to learning.
Modelling tasks typically given to novices were classified to understand their type and difficulty. Several difficulty metrics were explored, and a novel adaptation of the cognitive dimension of the revised Bloom’s taxonomy for novice database tasks was established. This work informed the design of tasks that comprised the instrument for this research. In designing the instrument, aspects of cognitive load theory were considered, including segmentation, redirected isolated element tasks, structured presentation of the case study, and sequenced sessions. Vygotsky’s zone of proximal development informed a novel intervention model consisting of redirected tasks to support the learners. The tasks of this research instrument were then attempted by novice modellers through a series of think-aloud interviews. Through the constructivist analysis methods of reflexive thematic analysis and narrative analysis, insights into the learning progressions of novice data modellers of different abilities were explored.
This thesis presents an original investigation into the transfer of knowledge and its effect on learning data modelling. The research found challenges related to task-specific knowledge within the problem domain, as well as the taught modelling concepts and knowledge acquired through completing tasks in class. The thematic analysis revealed ‘fragile knowledge’ of concepts, terminology, and modelling syntax as the main challenges for the novices. Other difficulties included case study comprehension, lack of verification of design decisions and inability to recall and transfer on-task knowledge. Common tactics used by novices also emerged through the thematic analysis. The students who demonstrated inconsistent problem-solving processes and tactics tended to have weak or failed transfer. The narrative analysis provided an understanding of how the novices in this study constructed their knowledge. A unique visual representation was developed to explain and aid the interpretation of learning progressions.
The findings of this study emphasise how fragile knowledge can affect novices regardless of their performance level. One student showed no progress due to fragile knowledge, while other students showed evidence of progression and learning with the support of a more knowledgeable other and redirected tasks, but not alone. This highlights that in addition to cognitive development, a sociocultural approach plays a pivotal role in progressing the learning of novice database modellers. Moreover, the results show that structure segmentation of the problem and an intervention model that isolates elements and progressively scaffolds the learner can be effective in promoting learning. The insights gained from this doctoral research strongly suggest a need for changes in the pedagogies for teaching database modelling and highlight the need for further empirical research in the area
Identifying an effective framework for usability evaluation of Computer Supported Collaborative Learning System in Educational settings
No full textA review of previous studies has highlighted a gap between Computer Supported Collaborative Learning (CSCL) system usability evaluation (UE) in educational collaborative teaching and learning settings and groupware UE in general settings. The purpose of the research was to investigate this area further to identify a framework for CSCL system UE in educational settings. The framework should consist of the criteria that reflect the key features of CSCL system usability. Such a framework will then be capable of identifying the advantages and the disadvantages of a CSCL system's usability and its usability problems or issues. Having considered a number of existing UE frameworks, a framework for CSCL system UE in educational settings was developed. The framework consists of 24 criteria grouped into six dimensions: Effectiveness, Efficiency, Collaborativity, Error tolerance, Universal accessibility, and Satisfaction. The methodology for this research was designed as a two-year Case study (completed part-time) with six stages. It included user testing, one-to-one interviews, and questionnaires as the UE methods. The Open Journal System (OJS), a free online academic journal publishing system, was chosen as a collaborative learning (CL) system to test the developed framework. In this study, OJS had been set up for the Collaborative Computing (CC) paper in the School of Computing and Mathematical Sciences (SCMS) at the Auckland University of Technology (AUT). 18 participants took part in the study, and all except two academic staff were recruited from the postgraduate students in the CC class. The two academic staff joined in the Pilot study and 16 students/participants were divided into two groups – a student testing group and a follow-up group. A 60-minute testing session was completed by each participant in the Pilot study group and the student testing group. This included a pre-test questionnaire, an asynchronous collaborative task (a peer review on OJS), a post-test questionnaire, and a one to one interview. 10 testing sessions were conducted. The participants in the follow-up group only completed the two questionnaires. Data was collected through a pilot study and the two groups mentioned previously. The study has found that the defined criteria in the developed framework are important to UE and this framework is able to identify advantages and disadvantages of OJS. Limitations and problems in the research were identified. Future research should ensure that a larger sample size is used and user types are diversified, and that the framework's criteria can be best tested on several CSCL systems which support synchronous teamwork. Further investigation could be focused on how to determinate the weight for each of the six dimensions so that the framework can be improved and developed into an adaptable and effective assessment tool suitable for evaluating the system usability of a range of CSCL systems in educational settings
Identifying an Effective Framework for Usability Evaluation of Computer Supported Collaborative Learning System in Educational Settings
No full textA review of previous studies has highlighted a gap between Computer Supported Collaborative Learning (CSCL) system usability evaluation (UE) in educational collaborative teaching and learning settings and groupware UE in general settings. The purpose of the research was to investigate this area further to identify a framework for CSCL system UE in educational settings. The framework should consist of the criteria that reflect the key features of CSCL system usability. Such a framework will then be capable of identifying the advantages and the disadvantages of a CSCL system's usability and its usability problems or issues. Having considered a number of existing UE frameworks, a framework for CSCL system UE in educational settings was developed. The framework consists of 24 criteria grouped into six dimensions: Effectiveness, Efficiency, Collaborativity, Error tolerance, Universal accessibility, and Satisfaction. The methodology for this research was designed as a two-year Case study (completed part-time) with six stages. It included user testing, one-to-one interviews, and questionnaires as the UE methods. The Open Journal System (OJS), a free online academic journal publishing system, was chosen as a collaborative learning (CL) system to test the developed framework. In this study, OJS had been set up for the Collaborative Computing (CC) paper in the School of Computing and Mathematical Sciences (SCMS) at the Auckland University of Technology (AUT). 18 participants took part in the study, and all except two academic staff were recruited from the postgraduate students in the CC class. The two academic staff joined in the Pilot study and 16 students/participants were divided into two groups – a student testing group and a follow-up group. A 60-minute testing session was completed by each participant in the Pilot study group and the student testing group. This included a pre-test questionnaire, an asynchronous collaborative task (a peer review on OJS), a post-test questionnaire, and a one to one interview. 10 testing sessions were conducted. The participants in the follow-up group only completed the two questionnaires. Data was collected through a pilot study and the two groups mentioned previously. The study has found that the defined criteria in the developed framework are important to UE and this framework is able to identify advantages and disadvantages of OJS. Limitations and problems in the research were identified. Future research should ensure that a larger sample size is used and user types are diversified, and that the framework's criteria can be best tested on several CSCL systems which support synchronous teamwork. Further investigation could be focused on how to determinate the weight for each of the six dimensions so that the framework can be improved and developed into an adaptable and effective assessment tool suitable for evaluating the system usability of a range of CSCL systems in educational settings
Understanding the Curriculum Gap in Systems Analysis and Design: An Exploratory Study
Full text linkThis research in progress describes an exploratory study that investigates the Systems Analysis and Design (SA&D) skills, knowledge, and practices that are considered most important by industry practitioners and compares with the course content, skills, and coverage in a typical undergraduate SA&D course. We present preliminary results and analysis of semi-structured interviews conducted with industry practitioners and outline the next steps. We believe that the final findings of this study should lead to a better understanding of the gap between what is currently taught in a typical SA&D course and what is considered as important by practitioners. It should assist educators in structuring their SA&D course to be more aligned with the contemporary needs of the industry
Embedding Inquiry-Based Learning in a Large Database Course via Paired Assessment
No full textAim/Purpose
Given the complex and ill-structured nature of modelling problems, database education can benefit from learning approaches such as inquiry-based learning (IBL), where students are encouraged to work collaboratively on modelling, design, and querying tasks. IBL can be embedded into teaching approaches such as pair programming, which is known for its many benefits, for example, improved student collaboration, enhanced student involvement, and deep learning.
Background
Data modelling, design, and SQL are crucial parts of a database course in computing, information systems (IS), IT, and software engineering curricula. Students must analyse and model activities at high levels of abstraction before moving to the design, implementation, and data manipulation phases. This research examines the impact of using IBL via a paired assessment in combination with existing teaching methods as an effective learning technique in the practical database project assessment.
Methodology
This study implements IBL via a paired assessment strategy in a large undergraduate Database System Design course. Students were assessed in pairs to see if they could effectively complete the assessment in collaboration with their partners. Qualitative data was collected and analysed to determine if the paired approach improved learning effectiveness and performance. Furthermore, student feedback and perceptions are analysed.
Contribution
This research enhances the literature on database education and IBL by presenting a paired assessment approach for academics interested in implementing this methodology in their database courses. It demonstrates how paired assessments can facilitate collaboration in database education. The study outlines four key lessons learned and provides guidelines for effectively assigning pairs, monitoring the balanced contributions of student pairs, implementing peer evaluation systems, and enforcing a strict policy on student attendance and engagement.
Findings
Findings related to student learning show that the paired assessment was an effective learning technique that improved student engagement and learning. Students strongly supported the paired assessment approach, and their overall perceptions were positive. The findings led to the identification of four lessons learned and guidelines for future implementation.
Recommendations for Practitioners
Educational implications emphasize the challenges of inquiry-based learning through paired learning for assessment, such as guidelines for assigning pairs and monitoring students’ balanced contributions. They also highlight the benefits, including the development of soft skills.
Recommendations for Researchers
This study offers guidelines and recommendations for implementing IBL using paired assessment in database education. Researchers can explore the application of pair-based assessment in online and hybrid database education.
Impact on Society
Academic faculty that aims to enhance student learning in the complex and ill-structured nature of data modelling and database design, as well as in teamwork and collaboration, will benefit their students, the workforce, and society.
Future Research
Future research could adapt the proposed methodology in various contexts. Additionally, its impact on the online environment warrants further investigation
Embedding Inquiry-Based Learning in a Large Database Course via Paired Assessment
No full textAim/Purpose
Given the complex and ill-structured nature of modelling problems, database education can benefit from learning approaches such as inquiry-based learning (IBL), where students are encouraged to work collaboratively on modelling, design, and querying tasks. IBL can be embedded into teaching approaches such as pair programming, which is known for its many benefits, for example, improved student collaboration, enhanced student involvement, and deep learning.
Background
Data modelling, design, and SQL are crucial parts of a database course in computing, information systems (IS), IT, and software engineering curricula. Students must analyse and model activities at high levels of abstraction before moving to the design, implementation, and data manipulation phases. This research examines the impact of using IBL via a paired assessment in combination with existing teaching methods as an effective learning technique in the practical database project assessment.
Methodology
This study implements IBL via a paired assessment strategy in a large undergraduate Database System Design course. Students were assessed in pairs to see if they could effectively complete the assessment in collaboration with their partners. Qualitative data was collected and analysed to determine if the paired approach improved learning effectiveness and performance. Furthermore, student feedback and perceptions are analysed.
Contribution
This research enhances the literature on database education and IBL by presenting a paired assessment approach for academics interested in implementing this methodology in their database courses. It demonstrates how paired assessments can facilitate collaboration in database education. The study outlines four key lessons learned and provides guidelines for effectively assigning pairs, monitoring the balanced contributions of student pairs, implementing peer evaluation systems, and enforcing a strict policy on student attendance and engagement.
Findings
Findings related to student learning show that the paired assessment was an effective learning technique that improved student engagement and learning. Students strongly supported the paired assessment approach, and their overall perceptions were positive. The findings led to the identification of four lessons learned and guidelines for future implementation.
Recommendations for Practitioners
Educational implications emphasize the challenges of inquiry-based learning through paired learning for assessment, such as guidelines for assigning pairs and monitoring students’ balanced contributions. They also highlight the benefits, including the development of soft skills.
Recommendations for Researchers
This study offers guidelines and recommendations for implementing IBL using paired assessment in database education. Researchers can explore the application of pair-based assessment in online and hybrid database education.
Impact on Society
Academic faculty that aims to enhance student learning in the complex and ill-structured nature of data modelling and database design, as well as in teamwork and collaboration, will benefit their students, the workforce, and society.
Future Research
Future research could adapt the proposed methodology in various contexts. Additionally, its impact on the online environment warrants further investigation
Data and Process Modelling: Investigating the Gap Between Education and Industry Expectations in New Zealand
No full textSystem Analysis and Design is a core course that is normally taught in the second year of the undergraduate Information System/Information Technology/Computing curriculum. It is an essential course that prepares students for the workplace by incorporating key concepts related to requirements elicitation, use of relevant modelling tools and techniques, and skills such as communication, team building, and time management. While research exists on understanding the teaching and learning aspects of Systems Analysis and Design, and also on the skills and development practices required in the workplace, there is limited research on investigating the gap between the two (i.e. academia and industry). In particular, to the best of this researcher’s knowledge, there is insufficient information on this gap in New Zealand. Therefore, the main objective of this research is to investigate the gap between what content is being currently taught in a typical System Analysis and Design undergraduate course in New Zealand, and the needs and expectations of the industry. Fifteen semi structured interviews were conducted with ten industry practitioners (business analysts, system analysts, and project managers) and five academic professionals involved in teaching and delivering an undergraduate System Analysis and Design course.
Interviewing university teachers gave the researcher an insight into the content taught at different universities, and participants from industry provided an insight into the prevailing practices in the software industry of New Zealand and their expectations of graduates.
Data was analysed using content analysis. The findings highlight some key differences between what is taught in universities and what is currently done in practice, such as methodologies, tools and techniques of System Analysis and Design. This may provide valuable insights into the expectations of relevant stakeholders (teaching teams and IT professionals) from both fields i.e., universities and the software industry in New Zealand
Understanding Coordination in Distributed Agile Software Development
No full textCoordination in modern Software Development involves high levels of collaboration between multiple individuals having different capabilities, skills, and knowledge to achieve common goals. Coordination in this work environment requires harmonisation between tasks and deliverables, knowledge sharing among team members, and a shared understanding of how to work together. As a result, effective coordination in co-located software development projects is associated with several contemporary issues and challenges. These issues are even more complicated in geographically distributed contexts because several coordination mechanisms supporting co-located projects are either absent or inadequate. In addition to the challenges associated with spatial, temporal, and configurational differences, projects in distributed settings face increased coordination complexity. Having witnessed the success of agile methods in small co-located projects, organisations are striving to blend agile methods and distributed development to reap both benefits. Therefore, this thesis explores how coordination is managed in Distributed Agile Software Development projects.
Evidence was drawn from a multi-case study approach to develop a comprehensive coordination model with four key concepts (i.e. dependency type, dependency risk, coordination strategy, and coordination effectiveness), along with their constituting components and associations. The model explains that there are knowledge, activity, and resource type dependencies in distributed agile software development. These dependency types are influenced by the dependency relationship and situational factors, and may involve vulnerabilities that could lead to dependency risks. A well-formulated coordination strategy contributes to eliminating dependency risks and, thus coordination effectiveness.
It contributes to the body of knowledge in several ways: first, it presents an empirically validated coordination model in distributed agile software development. The model includes three essential concepts of coordination: a taxonomy of dependency, coordination strategy, and coordination effectiveness. Second, it introduces the dependency risk concepts associated with the key dependencies that influence coordination effectiveness. This relationship also guides the formation of the coordination strategy in achieving coordination effectiveness in distributed agile software development. Finally, it prescribes a repertoire of mechanisms for the practitioners to improve coordination performance by alleviating dependency risks and coordination challenges.
The framework of analysis developed in this research can be adapted and applied in future coordination research in different contexts. The study’s findings also have important implications for practitioners. It suggests strategies for coordination effectiveness by considering the influence of the dependency antecedents and associated risks. The coordination strategy concept can be used to select agile practices that ensure effective coordination in distributed contexts
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