Educational institutions have begun implementing a hybrid teaching approach that incorporates both online and in-person learning to provide students with greater flexibility in learning. significant amount of literature is available to help understand how software engineering education can be conducted in hybrid settings, empirical research on how Agile software development (ASD) can be efectively taught in such settings is lacking. This study aims to address such a gap by presenting a case of software processes and the Agile method course in hybrid settings, providing knowledge to help educators align with the current needs of the software industry and educational institutions. The authors report their three years of experience conducting a hybrid course, and they share students perceptions of hybrid teaching. The study discusses a course design that uses constructive alignment to achieve the intended learning outcomes in a hybrid teaching setting. It also explores the challenges faced while teaching in such settings and provides corresponding recommendations. The research includes a data analysis revealing students satisfaction with the overall course. comprehensive analysis and practical recommendations, this study aims to advance ASD education in hybrid settings, aligning academic eforts with evolving trends in the field of software.
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ment teams working in remote settings have become common.
Similarly, academic institutions have shifted to hybrid classes, which allow in-person and online learning for students.
ments have led universities to focus on software engineering education to teach students in hybrid settings. [1], [2] Additionally, in the ASD course, students must be familiar with the application of
Recent studies [3],[2],[1] suggest that hybrid teaching in software engineering courses can provide various opportunities. While there are online studies available on Agile software education [4],[5], limited research on hybrid contexts has been conducted. Therefore, further empirical research is needed to explore how hybrid settings afect course design and student learning. The following aspects should be considered in such studies: • Teaching methods that integrate both online and in-person approaches tional and remote students • More accessible Agile education for interna• Integration of Agile project management • Adopting the industry trend of hybrid softtools into the coursework ware development
the understanding of hybrid teaching methodologies for Agile methods and software process models using the constructive alignment approach and empirical data collected from students.
This task involves recognizing the distinct characteristics, issues, and prospects of hybrid teaching. It focuses on exploring the following research questions to gain insights into the topic:
in hybrid courses? • Q1. How do students assess the efectiveness of learning outcomes and teaching methods • Q2. What are some strategies to minimize issues that may arise in the teaching methods adopted in hybrid course environments?
BY 4.0). © 2024 Copyright for this paper by its authors.
under Creative Commons License Attribution 4.0 InteUrsneatpioenrmalit(tCeCd course (Section 3) and by systematically analyzing data collected from students feedback over three examined by Noguera et al. in [4]. The authors in years of teaching the course (Section 4). The find- [8] discussed the challenges that students encounter ings can potentially assist educators in improving when implementing Agile practices in a course and their teaching methods and enhancing students over- ofered recommendations aiming to enhance Agile all learning experiences. practices in universityindustry projects. Constructive alignment is a teaching approach Study Contributions. This study contributes to that involves aligning teaching methods and assessAgile software development (ASD) education in a ment tasks with the intended learning objectives, as hybrid setting in the following ways: discussed by Biggs in [9]. This approach has been successfully applied in various disciplines. Hyppo• Using pedagogical techniques, such as con- nen et al. in [10] provided an overview of the types structive alignment, in course design (Sec- of teaching methods and assessment tasks that can tion 3) be used. Constructive alignment has also been uti• Applying teaching methods to instruct stu- lized in teaching software engineering, specifically dents both face to face and online (Sec- in the areas of software architecture and testing in tion 3.2) the literature [11], [12]. Cain and Babar in [12] pre• Simulating ASD in physical and remote set- sented two case studies demonstrating constructive tings for students project work alignment in software engineering. These studies • Presenting students experiences with the highlighted the importance of feedback and assesslearning outcomes (LOs), course content, ment in the course. Hynninen et al. [11] discussed teaching methods, and learning assessment the process of constructively aligning software test(Section 4) ing education. The authors proposed an initial • Highlighting issues in teaching methods in hy- design for a software testing course based on the brid learning environments with correspond- results of an industry survey. ing recommendations (Section 5.2) Hybrid learning combines traditional classroom instruction with online learning activities to provide
This paper is organized into the following main flexible and personalized learning experiences. Resections. In Section 2, we present the background search has been conducted on software engineering literature. In Section 3, we share our Agile software education in this setting. For example, the authors course in a hybrid setting. In Section 4, we provide in [2] provided valuable guidelines for educators the empirical evaluation of the course from students based on experiences and lessons learned from hyperspectives. Section 5 discusses the interrelation- brid teaching. Another article [1] explored the use ships between teaching methods and LOs, the influ- of project-based learning (PBL) in a hybrid course ence of a hybrid setting on teaching methods, and that included both online and in-person students. the studys validity. Lastly, Section 6 concludes the The study discussed how PBL, in which the student study. takes the center stage in the learning process while the instructor acts as a facilitator, helps students develop both soft and hard skills in software de2. Background Literature velopment. The authors in [3] and [5] proposed a study on the use of communication software and Agile software development methodologies are Agile project management methodologies to prepare widely used in software engineering, and educators students for remote software development positions and researchers are interested in implementing them after graduation. These articles ofered methods for in the educational context to teach students. Teach- enhancing higher education in both the classroom ing Agile methodologies in the classroom while using and remote settings. them through project work could foster students learning. Previous literature [6] has discussed the application of Agile values to educational settings 3. Course Description and the integration of Agile methodologies into education, emphasizing iterative learning, continuous The University of Oulu ofers bachelors and masfeedback, and collaboration. Agile tools, such as ters degree programs in software engineering and user stories and burndown charts, have been pro- information systems. Additionally, it ofers degree posed for pedagogical use [7]. The efectiveness of programs such as Software and Systems DevelopAgile strategies in online higher education in terms ment in the Global Environment. Graduating stuof team regulation and project management was dents are required to take a course on professional software engineering processes and human factors Course setting. The course was designed on the 1, which can be attended in person. basis of the constructive alignment method (see Figure 1), with a focus on aligning teaching methMotivation for hybrid teaching. The course is also ods (section 3.2) and assessments (Section 3.3) to ofered to students through other channels, such as the intended LOs (Section 3.1). The course has the Open University 2 and the FITech Network been running for three years. In school years 2021University 3. Through these avenues, students are 2023, a total of 67-72 students enrolled. The course allowed to participate entirely online. Efective has 5 ECTS credits, with a workload of 135 hours teaching requires the use of appropriate working over two months. It consists of 66 hours of inmethods to achieve quality LOs [10]. As the course class/independent work and 69 hours of project is ofered through diferent channels, several stu- work. Grading is 50% each for independent work dents prefer to attend classes in person, but some and group projects. Figure 2 shows the course timestudents work full-time in industries or live in other line and content. cities or countries and prefer to participate remotely.
As a result, the hybrid learning mode was selected 3.1. Learning Outcomes as a working method because it combines online educational materials and opportunities for interaction online with traditional place-based classroom methods.
Learning outcomes refer to the knowledge, skills, abilities, or values that a student is expected to acquire by the end of a course. The course has several objectives. First, it aims to familiarize students with the various software development process models and Agile methods used in the software industry 1Course https://opas.peppi.oulu.fi/en/course/811373A/10780? (LO1, LO2). Second, it seeks to teach students 2ppOreoprifeoensds=io2U0n2an3l--isv2o0ef2trw4siatrye-enghinttepesr:i/n/gjo-yp.rooucleus.sfei/se-nan/edd-uhcuamtiaonn--fsaecatorrcsh-/openah-buuomniu-a0tnh-dumrivaennfapcrtoocress,sas(LsoOft3w).areTdheirvde,lotphmeecnotuirssae 3FITech https://fitech.io/en/studies/ enables students to be aware of their strengths professional-software-engineering-processes-and-human-factors/ and weaknesses as software development engineers Theory & Industry lectures:.
Software process models
Industry visit Lecture and recorded interviews: Human factors and Software team
Team Project formation introduction
Theory Lecture & recorded industry interviews: Software
process Improvement Research Recorded Research
article Interview task evaluation listening
Internet article evaluation Sprint 1
Sprint 2
Sprint 3
Sprint 4 Written Assignment for In-class and Independent work
Weekly Written Assignment for Project
Weekly Project Discussion
Continuous Feedback Demons tration
Project Demonstration
FinalFeedback t ds den ho en Podcast mt Indep work Listening e g n i h c a e T t n e m s s e s s A s s a l C n I t c e j o r P g n i n r a e L g n i h c a e
T and managers by considering human factors (LO4). 3.2.1. In-Class Concepts and Practice Fourth, the course aims to teach students about software process improvement (SPI) techniques, as issues and bottlenecks in the process can afect software quality and project success (LO5). The LOs are clearly outlined to achieve these objectives. The relevant course content and topics are provided in Table 1.
In-class concepts and practice is an educational approach that combines theoretical concepts with practical applications in the classroom. Class and exercise rooms are reserved for in-person students, while communication platforms, such as Zoom, can be used by remote students to maintain flexibility and accessibility for hybrid learning. Despite the challenges of balancing attention between in-person 3.2. Teaching Methods and remote students, we ensured that the physical Efective teaching methods are crucial in helping classroom was equipped with adequate audio and students learn and stay motivated. The suitability video capabilities to support remote participants. of a method, its application, student engagement, We used a dedicated microphone and camera to and teaching resources all influence the efective- capture lecture presentations and arranged them ness of a teaching method. In our hybrid learning in such a way that instructors could maintain eye mode, we included in-class concepts and practice, contact with both in-person and remote students. independent study work, and project work. We utilized Moodle as a centralized platform for scheduling and notifications, as well as for storing learning materials, such as videos and slides. By providing learning resources before and after lectures, we ensured equal access for all students. This accessibility fostered a conducive learning environment, allowing students to navigate the course content at their own pace. • Characteristics of a professional software en
gineer • Interdependence of software engineering man
agers and teams • Importance of social skills and team activities in hiring decisions Lecture. This is a popular teaching method in which teachers present information to students in Class activity and quizzes. Passive listening during an organized manner to help create connections be- hybrid session lectures can lead to decreased attentween diferent topics. The theory lecture topics tion. Thus, we implemented varying lecturing styles, were aligned with the LOs and course contents, as such as conducting class activities during a lecture mentioned in Table 1. Experts in Agile and lean and using interactive tools, such as polls, quizzes, software development from the software industry, and breakout rooms, to ensure equal engagement including project managers, DevOps specialists, and for both in-person and remote students. These acproduct owners, discussed various ways to customize tivities can encourage students to participate. Some Agile and lean processes and make them fit orga- examples of class activities done in the hybrid setnizational needs. Experts were involved to share ting include solving the Scrum framework puzzle, their ideas on adapting to the evolving needs of the applying the plan-do-check-act (PDCA) plan to a software industry. Hybrid work was also discussed, process problem using PowerPoint online, and creemphasizing the benefits of having a diverse team ating a small artifact to demonstrate the concept with varied skills and cultural perspectives. During of lean flow with Scrum practices using the Mural the session, technical issues with platforms, such tool as backlog (see Figure 3). as Zoom, can sometimes disrupt hybrid learning, so links to solutions were shared with the students. 3.2.2. Independent Work Some video interviews were also conducted with experts to highlight the importance of software pro- Independent work is a teaching method that allows cess methods and enable faster product delivery, students to complete assignments without direct reduced complexity, and a culture of continuous supervision. In this approach, students individulearning. These were recorded and shared with the ally engage in various learning activities divided students as independent study material. Practical into weekly milestones throughout six weeks, such cases were mentioned by experts to illustrate these as analyzing concepts in research articles, conducttopics. ing small research and exercise tasks, listening to recorded lectures and interviews, and reflecting on • Role of software in emerging digital services their learning (see Figure 2b). Instructors provide Class Activity: Lean Flow Class Activity: PDCA 2
Output
Output clear instructions and guidelines for conducting the work. However, in this study, some challenges were faced, such as remote students struggling with digital literacy or motivation to complete the tasks because of isolation. To address this, the instructors reserved dedicated time slots for online meetings. 3.2.3. Project Work Below were some tasks given: • The students reflected on software quality improvement approaches by watching a video and reading an article on Six Sigma, Kaizen, and CMMI.
Project work involves linking theoretical knowledge • The students assessed software projects suit- and practical actions. Participants work actively able for waterfall, iterative, or Agile develop- on a project and retrieve information related to the ment cycles using article [13], lecture mate- projects objectives. In the course, the instructors rial, and a podcast. formed multicultural teams of students who worked • After watching the industry lecture on Ag- together in a hybrid setting. The learning objectives ile, Scrum, test-driven development, and De- for the project work were as follows: vOps, the students reflected on the knowl- 1. Implement ASD practices using supported edge they acquired and implemented it to tools improve their project work.
2. Create a backlog of requirements and develop • To improve the job application process, the a prototype students analyzed an article on the technical interview process [14]. 3. Work together (physical and remote modes) in teams of five members with roles such • The students read and reflected on the pa- as the product owner, Scrum master, UX per [15] regarding human factors and their designer, and developer influences on software development.
During the projects beginning, the student groups their proficiency in ASD. Discussions and interactive were divided into Scrum teams. Instructors acted events, such as sprint reviews and retrospectives, are as customers during four-week sprints, in which the used to examine their learning progress. The feedstudents had to provide project plans, prototypes, back received during sprint reviews from instructors and demonstrations as deliverables. This helped is valuable, and during the sprint retrospective, stuapply Scrum theoretical knowledge to the practi- dents showcase the prototypes and project artifacts cal prototype development project. The project they created. Peer assessment is also utilized to involved both in-person and remote students who encourage other students to ask questions, evaluate used digital tools, such as Jira, Miro, and Trello, the work, and promote discussion. to collaborate. The teams used ceremonies, such as backlog refinement, sprint planning, daily stand- 3.3.2. Teaching Assessment ups, sprint reviews, and sprint retrospectives. By participating in sprint reviews, they reflected on Continuous feedback and final feedback were also work processes, identified areas for improvement, used to assess the course. In continuous feedback, and implemented changes in subsequent sprints. students are given the choice of directing their feedDuring the sprint reviews, the instructor imple- back toward the course in general or toward a spemented icebreaking activities to build trust and cific teacher. The final feedback consisted of answers ensure that everyone felt valued. Remote students to 14 questions, categorized into diferent subject used tools, such as Doodle, to find common meeting areas. The areas were as follows: times with on-campus students. Jira and Trello 1. Learning outcomes and course content were used to delegate tasks, set deadlines, and track progress. These tools ensured that all members 2. Teaching methods and learning assessment were aware of their responsibilities and the projects 3. Workload, information, and communication overall progress.
The students rated statements on a Likert scale from strongly agree to strongly disagree. Some questions were choice based and accompanied by supporting questions. Students could clarify their answers in open-text fields. All choice-based questions were mandatory, while open-text questions were optional.
3.3. Learning and Teaching Assessments
Written assignment. Written assignments play a The data were collected from the students final feedcrucial role in independent learning, as they ofer stu- back gathered over a period of three years: 2021 (n dents the opportunity to reinforce and apply their = 14), 2022 (n = 6), and 2023 (n = 43). Their feedcomprehension of theoretical concepts in written back focused on the LOs, course content, teaching form. By presenting their own views and reflections, methods, and assessment. The data were analyzed students are motivated to think independently and descriptively to determine the average values and analytically, which helps them gain a comprehensive identify emerging patterns. The qualitative data understanding of the learning material. These as- were further examined to support the quantitative signments, such as reports and essays, are typically ifndings. The results of the analysis are depicted connected with the module content. The instruc- in Figure 4. The data indicate that the ratings tors evaluate the assignments based on assessment for all three years were fairly similar, with ratings criteria, such as critical analysis, content structure, in between somewhat agree and strongly agree and and content. The flexible deadlines for written as- with slight variations in specific areas, such as course signments allow students to work at their own pace materials, digital tools, and teaching methods. How(see Figure 2b). ever, it is noteworthy that several aspects showed improvements in 2023.
dents project work is evaluated based on weekly de- 4.0.1. Learning Outcomes and Course Content liverables and demonstrations (see Figure 3.2.3 for the example of deliverables). This method of evalu- The ratings received, which garnered an average ation assesses their teamwork skills and measures of 3.5, indicated that the LOs of the course were Dimensions communicated clearly right from the start. This 4.0.2. Teaching and Assessment Methods could be attributed to the clear highlighting of the LOs in Moodle and the efective communication during the course introduction. Additionally, the teaching and assessment methods were designed in such a way that they reflected the achievement of the intended LOs. As one student confirmed,
back, indicating that they improved in 2023. This result could be attributed to the inclusion of class activities, industry lectures, and real-life projects, which contributed to the students positive learning experiences. As two respondents expressed, Yes, I can say that I learned what I was expecting from this course.
the expected LOs were well coordinated (rating: 3.03.5), indicating improved content delivery. The course topics were taught in such a way that they integrated the LOs with the learning assessment. The course material was directly relevant to realworld situations or future career goals, which could be attributed to curriculum revisions or good career guidance sessions facilitated by industry professionals. It is recommended that course materials on learning platforms be regularly reviewed and updated to ensure that they are consistent with the latest industry trends and academic research. As one student stated,
On Moodle, I got every detail related to the assignments and presentation.
In fact, guidelines were available from the beginning of the course. This was really helpful for me.
The efectiveness of group project work varied, with some students enjoying the collaboration and others facing challenges, such as uneven participation and communication issues. Feedback on the group projects was mixed, with some students appreciating the practical experience and others suggesting improvements in project management and role distribution.
The ratings for digital tools and methods remained around the somewhat agree mark. There is potential to explore more efective digital teaching methods or tools, given the increasing importance of digital tools in education, especially after the pandemic. Some students faced issues with online platforms, the audio quality during lectures, and other technical dificulties, which sometimes hindered the learning process. As one student stated, The online lectures were at times absolutely impossible to follow, as the audio quality was atrocious, and even though it did improve over time, it was never good.
The assessments were rated between somewhat agree and strongly agree. The students valued the timely and supportive guidance of their instructors, particularly when it came to comprehending complex topics or managing project work. The students appreciated having clear assessment criteria for their written assignments, but they felt that the project work assessment needed improvement. As one student put it,
The assessment criteria for the individual tasks were clear and aligned with the learning goals. The group exercise, however, required clear assessment criteria.
5.1. Comparing the Learning Outcomes with the Teaching Methods 5.2. Teaching Methods in Hybrid Settings As stated in Section 1 through the second question, our goal is to investigate the opportunities associated with hybrid learning. We will draw on our own experiences to provide relevant insights and useful recommendations on efective ways to engage learners in a hybrid learning environment. Our analysis will cover in-class teaching, projects, and independent study. Additionally, we will explore several dimensions in hybrid settings that can significantly afect the eficacy of teaching methods. These dimensions, as mentioned in [16], include space, tools, culture, and coordination.
Space refers to the physical and digital design and utilization of environments that blend remote and in-person activities. Tools refer to the diferent software, platforms, and technologies that aid collaboration, communication, and productivity in mixed work environments. Culture relates to the shared values, practices, beliefs, and behaviors that shape the social and professional environments of an organization operating in a mix of remote and inperson work arrangements. Coordination involves efectively managing and aligning tasks, projects, and teams operating in a combination of remote and in-person work environments. We discussed each of these to gain more insight into their efects on hybrid learning environments. The findings are outlined in Table 2.
sional software engineering processes, specifically ASD. To achieve this goal, the instructors designed LOs (Section 3.1) and used suitable teaching methods (Section 3.2. In-class concepts and practice com- 5.3. Study Validity bined theoretical concepts with practical applica- Our course was designed to ensure the studys contions through lectures. Independent work involved struct validity by following established pedagogical completing assignments without direct supervision, principles. We utilized constructive alignment and while project work linked the participants as they well-known teaching methods and assessments in worked actively in groups. These methods helped software engineering education. Survey questions the students analyze, conceptualize, and evaluate based on constructive alignment principles helped Agile development methods and improvements. collect the students data aligned with our course
The first research question (Section 1) aimed LOs, teaching methods, and assessments. To ensure to explore students evaluations of whether they the studys external validity, the content referred to achieved the intended LOs and their views on the previous literature on ASD courses and included use of research methods in the hybrid setting. Based essential topics. The course was adapted for over on the empirical evaluation (Figure 4), the data in- three years to suit hybrid learning situations, makdicated that the students were satisfied with the ing it useful for other educators and learners in teaching methods used. The topics covered during similar settings. To address reliability, we published the teaching methods were designed to address the our survey questions for other researchers to utilize diferent LOs. The reason for this could be found in in their own studies and to help them achieve comFigure 5, which illustrates the teaching methods ap- parable outcomes. The authors worked together plied in relation to the LOs. As we can see, the LO to develop the course, and they integrated their objectives were achieved through diferent teaching knowledge of hybrid teaching. method activities. This is why the students conifrmed that they achieved the intended LOs in the course.
This study examined how a course on ASD and software processes can be conducted, especially when students learn in person and remotely. The research attempted to understand the unique features of and the possible problems with this type of teaching. It asked important questions about what the students thought of the hybrid courses and how teachers could overcome the challenges they faced. agile practices in university contexts, Journal The knowledge obtained from this study is rele- of Systems and Software 144 (2018) 501–510. vant to Agile researchers and teachers because it [9] J. Biggs, Enhancing teaching through construcuses real experiences from teaching courses and a tive alignment, Higher education 32 (1996) careful analysis of student feedback collected over 347–364. three years. This information can help teachers im- [10] O. Hyppönen, S. Lindén, et al., Handbook for prove their classes and give students more valuable teachers: course structures, teaching methods learning experiences. The study also identified the and assessment (2009). problems that teachers might face in hybrid classes [11] T. Hynninen, J. Kasurinen, A. Knutas, and suggested ways to address them. Overall, the O. Taipale, Guidelines for software testing eduifndings can provide practical knowledge for teach- cation objectives from industry practices with ers looking to improve their classes and ensure that a constructive alignment approach, in: Proall students, regardless of the learning mode, can ceedings of the 23rd Annual ACM Conference learn efectively. on Innovation and Technology in Computer Science Education, 2018, pp. 278–283. [12] A. Cain, M. A. Babar, Reflections on applying References constructive alignment with formative feedback for teaching introductory programming [1] E. Ceh-Varela, C. Canto-Bonilla, D. Duni, Ap- and software architecture, in: Proceedings of plication of project-based learning to a software the 38th International Conference on Software engineering course in a hybrid class environ- Engineering Companion, 2016, pp. 336–345. ment, Information and Software Technology [13] N. B. Ruparelia, Software development life158 (2023) 107189. cycle models, ACM SIGSOFT Software Engi[2] R. Verdecchia, P. Lago, Tales of hybrid teach- neering Notes 35 (2010) 8–13. ing in software engineering: Lessons learned [14] M. Behroozi, S. Shirolkar, T. Barik, C. Parnin, and guidelines, IEEE Transactions on Educa- Debugging hiring: What went right and what tion (2022). went wrong in the technical interview process, [3] M. Moster, D. Ford, P. Rodeghero, " is my in: Proceedings of the ACM/IEEE 42nd Inmic on?" preparing se students for collabora- ternational Conference on Software Engineertive remote work and hybrid team communica- ing: Software Engineering in Society, 2020, pp. tion, in: 2021 IEEE/ACM 43rd International 71–80.
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