Introducing collaborative practices to undergraduate studies

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http://hdl.handle.net/10138/231838

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Holvikivi , J , Lakkala , M & Muukkonen , H 2016 , Introducing collaborative practices to undergraduate studies . in T Brinda , N Mavengere , I Haukijärvi , C Lewin & D Passey (eds) , Stakeholders and information technology in education : SaITE 2016 . IFIP Advances in Information and Communication Technology , no. 493 , Springer , Cham , pp. 47-55 . https://doi.org/10.1007/978-3-319-54687-2_5

Title: Introducing collaborative practices to undergraduate studies
Author: Holvikivi, Jaana; Lakkala, Minna; Muukkonen, Hanni
Other contributor: Brinda, Torsten
Mavengere, Nicholas
Haukijärvi, Ilkka
Lewin, Cathy
Passey, Don
Contributor organization: Behavioural Sciences
Technology in Education Research Group
Publisher: Springer
Date: 2016
Language: eng
Number of pages: 9
Belongs to series: Stakeholders and information technology in education
Belongs to series: IFIP Advances in Information and Communication Technology
ISBN: 978-3-319-54686-5
978-3-319-54687-2
ISSN: 1868-4238
DOI: https://doi.org/10.1007/978-3-319-54687-2_5
URI: http://hdl.handle.net/10138/231838
Abstract: The changes in software industry and software development methods call for appropriate teaching methods in academia. In addition to theoretical knowledge and coding practice, familiarity with common practices in the industry is expected from the graduates. Teamwork, collaboration and communication skills are essential demands for software engineers. These skills take years to develop, and therefore, this study presents how collaborative practices were introduced right in the beginning of information technology studies. The results of project based courses were encouraging in terms of student achievements and course completion rates. Additionally, feedback from students through an extensive survey was largely positive.
Subject: 113 Computer and information sciences
516 Educational sciences
Peer reviewed: Yes
Usage restriction: openAccess
Self-archived version: publishedVersion
Funder: Unknown funder
Grant number:


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