=Paper=
{{Paper
|id=Vol-3776/paper01
|storemode=property
|title=Agile software development education in hybrid learning environments
|pdfUrl=https://ceur-ws.org/Vol-3776/paper01.pdf
|volume=Vol-3776
|authors=Nirnaya Tripathi,Woubshet Behutiye,Minna Isomursu
|dblpUrl=https://dblp.org/rec/conf/tktp/TripathiBI24
}}
==Agile software development education in hybrid learning environments==
https://ceur-ws.org/Vol-3776/paper01.pdf
Agile Software Development Education in Hybrid Learning
Environments
Nirnaya Tripathi∗ , Woubshet Behutiye and Minna Isomursu
M3S research unit, University of Oulu, Oulu, Finland
Abstract
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. Although a
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 effectively 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. By providing a
comprehensive analysis and practical recommendations, this study aims to advance ASD education in
hybrid settings, aligning academic efforts with evolving trends in the field of software.
Keywords
hybrid learning, education, agile methods, empirical research, software process
1. Introduction • Teaching methods that integrate both online
and in-person approaches
In the software industry today, software develop- • More accessible Agile education for interna-
ment teams working in remote settings have be- tional and remote students
come common. Similarly, academic institutions • Integration of Agile project management
have shifted to hybrid classes, which allow in-person tools into the coursework
and online learning for students. These develop-
• Adopting the industry trend of hybrid soft-
ments have led universities to focus on software
ware development
engineering education to teach students in hybrid
settings. [1], [2] Additionally, in the ASD course,
students must be familiar with the application of Research Approach. This study aims to enhance
Agile practices and the use of tools that support the understanding of hybrid teaching methodologies
working remotely and collaboratively. for Agile methods and software process models using
the constructive alignment approach and empirical
data collected from students. This task involves
Research Problem. Recent studies [3],[2],[1] sug-
recognizing the distinct characteristics, issues, and
gest that hybrid teaching in software engineering
prospects of hybrid teaching. It focuses on exploring
courses can provide various opportunities. While
the following research questions to gain insights into
there are online studies available on Agile software
the topic:
education [4],[5], limited research on hybrid contexts
has been conducted. Therefore, further empirical • Q1. How do students assess the effectiveness
research is needed to explore how hybrid settings of learning outcomes and teaching methods
affect course design and student learning. The fol- in hybrid courses?
lowing aspects should be considered in such studies: • Q2. What are some strategies to minimize
issues that may arise in the teaching methods
TKTP 2024: Annual Doctoral Symposium of Computer
Science, 10.-11.6.2024 Vaasa, Finland adopted in hybrid course environments?
∗
Corresponding author.
Envelope-Open Nirnaya.Tripathi@oulu.fi (N. Tripathi); This study provides significant insights into hy-
Woubshet.Behutiye@oulu.fi (W. Behutiye); brid teaching by answering the above questions
Minna.Isomursu@oulu.fi (M. Isomursu)
© 2024 Copyright for this paper by its authors. Use permitted
based on the authors experiences in teaching the
under Creative Commons License Attribution 4.0 International (CC course (Section 3) and by systematically analyzing
BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
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- offered 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 assess-
Agile 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 assess-
learning 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
design for a software testing course based on the
• Highlighting issues in teaching methods in hy-
results of an industry survey.
brid learning environments with correspond-
Hybrid learning combines traditional classroom
ing recommendations (Section 5.2)
instruction with online learning activities to provide
This paper is organized into the following main flexible and personalized learning experiences. Re-
sections. 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 hy-
perspectives. 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 de-
2. 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 offered 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 ed-
ucation, emphasizing iterative learning, continuous The University of Oulu offers bachelors and mas-
feedback, 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 offers degree
posed for pedagogical use [7]. The effectiveness of programs such as Software and Systems Develop-
Agile strategies in online higher education in terms ment in the Global Environment. Graduating stu-
of team regulation and project management was dents are required to take a course on professional
Figure 1: Course based on Constructive alignment method
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 meth-
Motivation for hybrid teaching. The course is also ods (section 3.2) and assessments (Section 3.3) to
offered 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 2021-
University 3 . Through these avenues, students are 2023, a total of 67-72 students enrolled. The course
allowed to participate entirely online. Effective 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 in-
methods to achieve quality LOs [10]. As the course class/independent work and 69 hours of project
is offered through different 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 time-
students 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 interac- Learning outcomes refer to the knowledge, skills,
tion online with traditional place-based classroom abilities, or values that a student is expected to
methods. acquire by the end of a course. The course has sev-
eral objectives. First, it aims to familiarize students
with the various software development process mod-
els and Agile methods used in the software industry
1
Course https://opas.peppi.oulu.fi/en/course/811373A/10780? (LO1, LO2). Second, it seeks to teach students
period=2023-2024 about human factors, as software development is a
2
Open University https://joy.oulu.fi/en/education-search/
human-driven process (LO3). Third, the course
professional-software-engineering-processes-and-human-factors-open-uni-0
3
FITech 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
W2 W4 W6 W8
Theory & Industry lectures:.
Software process models
In Class
Industry visit Lecture and
recorded interviews: Human
factors and Software team
Theory Lecture & recorded
industry interviews: Software
process Improvement
Independent
Teaching methods
Podcast Research Recorded Research Internet
Listening article Interview task article
work
evaluation listening evaluation
Team Project
formation introduction
Project
Sprint 1 Sprint 2 Sprint 3 Sprint 4
Demons
tration
Written Assignment for In-class and Independent work
Learning
Assessment
Weekly Written Assignment for Project
Weekly Project Discussion
Project
Demonstration
Continuous Feedback
Teaching
FinalFeedback
Figure 2: Course Timeline
and managers by considering human factors (LO4). 3.2.1. In-Class Concepts and Practice
Fourth, the course aims to teach students about
In-class concepts and practice is an educational
software process improvement (SPI) techniques, as
approach that combines theoretical concepts with
issues and bottlenecks in the process can affect soft-
practical applications in the classroom. Class and
ware quality and project success (LO5). The LOs
exercise rooms are reserved for in-person students,
are clearly outlined to achieve these objectives. The
while communication platforms, such as Zoom, can
relevant course content and topics are provided in
be used by remote students to maintain flexibility
Table 1.
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
Effective 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 effective- 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 pro-
Table 1
Overview of the learning outcomes and topics covered
Learning Outcome Course Content
LO1. To recognize and describe software develop- - Software engineering evolution, and Software Engineering Body of
ment process models Knowledge and its knowledge areas
- Traditional software development models, such as the waterfall and
LO2. To evaluate and compare software development V-model and the linear and sequential approaches
process models and their applicability in different - Agile and lean software development, Scrum, Kanban, test-driven
contexts development, continuous deployment, and DevOps
LO3. To take human factors into account when plan- - Team dynamics, diversity, and cultural considerations within software
ning and operating during professional software de- teams
velopment - Human factors in software development at the individual, team, and
LO4. To analyze their own strengths and improve- organizational levels
ment areas as software engineers in order to see op- - Hiring process emphasis on degrees and on practical experiences and
portunities for development technical skills
LO5. To participate in systematic efforts toward pro- - Software process improvement history and plan-do-check-act
cess improvement in software development organiza- - Software process assessment and standards: Capability Maturity
tions Model Integration (CMMI), ISO 15504, and Automotive SPICE
- Quality improvement paradigm with IEC 33001, Six Sigma/Kaizen
viding learning resources before and after lectures, • Characteristics of a professional software en-
we ensured equal access for all students. This acces- gineer
sibility fostered a conducive learning environment, • Interdependence of software engineering man-
allowing students to navigate the course content at agers and teams
their own pace. • 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 atten-
tween different 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 ac-
product 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 set-
nizational 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 cre-
emphasizing 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 individu-
learning. 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, conduct-
topics. 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 1 1
Output
Class Activity: PDCA 2
Output
Figure 3: Class activity combining in-person and online interaction
clear instructions and guidelines for conducting the • The students reflected on software quality
work. However, in this study, some challenges were improvement approaches by watching a video
faced, such as remote students struggling with dig- and reading an article on Six Sigma, Kaizen,
ital literacy or motivation to complete the tasks and CMMI.
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:
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
3. Work together (physical and remote modes)
interview process [14].
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 feed-
students 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, stu-
apply 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 feed-
During the sprint reviews, the instructor imple- back toward the course in general or toward a spe-
mented 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 different 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
2. Teaching methods and learning assessment
progress. These tools ensured that all members
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
3.3. Learning and Teaching Assessments questions were choice based and accompanied by
supporting questions. Students could clarify their
Assessments can be used to promote high-quality answers in open-text fields. All choice-based ques-
learning and teaching. Students focus on what they tions were mandatory, while open-text questions
think will be tested. Thus, the selection of proper were optional.
methods for learning and teaching is crucial.
3.3.1. Learning Assessment 4. Empirical Evaluation
Written assignment. Written assignments play a The data were collected from the students final feed-
crucial role in independent learning, as they offer 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 feed-
comprehension 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 findings. 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.
Project work and demonstration events. The stu-
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 Questions Likert scale
Learning
Outcome
Course
Content
Teaching
Method
Learning
Assessment
Figure 4: Students’ feedback on the learning outcomes, course content, teaching methods, and learning assessment (average
values)
communicated clearly right from the start. This 4.0.2. Teaching and Assessment Methods
could be attributed to the clear highlighting of the
The teaching methods also received positive feed-
LOs in Moodle and the effective communication
back, indicating that they improved in 2023. This
during the course introduction. Additionally, the
result could be attributed to the inclusion of class
teaching and assessment methods were designed in
activities, industry lectures, and real-life projects,
such a way that they reflected the achievement of
which contributed to the students positive learning
the intended LOs. As one student confirmed,
experiences. As two respondents expressed,
Yes, I can say that I learned what I
was expecting from this course. I specifically enjoyed the discussions
by the guest lecturers. It was nice
The data also showed that the course material and to learn about the reality of software
the expected LOs were well coordinated (rating: development.
3.03.5), indicating improved content delivery. The
course topics were taught in such a way that they The effectiveness of group project work varied,
integrated the LOs with the learning assessment. with some students enjoying the collaboration and
The course material was directly relevant to real- others facing challenges, such as uneven partici-
world situations or future career goals, which could pation and communication issues. Feedback on
be attributed to curriculum revisions or good career the group projects was mixed, with some students
guidance sessions facilitated by industry profession- appreciating the practical experience and others
als. It is recommended that course materials on suggesting improvements in project management
learning platforms be regularly reviewed and up- and role distribution.
dated to ensure that they are consistent with the The ratings for digital tools and methods re-
latest industry trends and academic research. As mained around the somewhat agree mark. There is
one student stated, potential to explore more effective digital teaching
methods or tools, given the increasing importance
On Moodle, I got every detail related of digital tools in education, especially after the
to the assignments and presentation. pandemic. Some students faced issues with online
In fact, guidelines were available from platforms, the audio quality during lectures, and
the beginning of the course. This was other technical difficulties, which sometimes hin-
really helpful for me. dered the learning process. As one student stated,
The online lectures were at times ab- 5.2. Teaching Methods in Hybrid Settings
solutely impossible to follow, as the
As stated in Section 1 through the second question,
audio quality was atrocious, and even
our goal is to investigate the opportunities associ-
though it did improve over time, it
ated with hybrid learning. We will draw on our own
was never good.
experiences to provide relevant insights and useful
The assessments were rated between somewhat recommendations on effective ways to engage learn-
agree and strongly agree. The students valued the ers in a hybrid learning environment. Our analysis
timely and supportive guidance of their instruc- will cover in-class teaching, projects, and indepen-
tors, particularly when it came to comprehending dent study. Additionally, we will explore several
complex topics or managing project work. The stu- dimensions in hybrid settings that can significantly
dents appreciated having clear assessment criteria affect the efficacy of teaching methods. These di-
for their written assignments, but they felt that the mensions, as mentioned in [16], include space, tools,
project work assessment needed improvement. As culture, and coordination.
one student put it, Space refers to the physical and digital design
and utilization of environments that blend remote
The assessment criteria for the indi- and in-person activities. Tools refer to the differ-
vidual tasks were clear and aligned ent software, platforms, and technologies that aid
with the learning goals. The group collaboration, communication, and productivity in
exercise, however, required clear as- mixed work environments. Culture relates to the
sessment criteria. shared values, practices, beliefs, and behaviors that
shape the social and professional environments of
an organization operating in a mix of remote and in-
5. Discussion person work arrangements. Coordination involves
effectively managing and aligning tasks, projects,
5.1. Comparing the Learning Outcomes and teams operating in a combination of remote
with the Teaching Methods and in-person work environments. We discussed
each of these to gain more insight into their effects
The course aimed to teach students about profes- on hybrid learning environments. The findings are
sional software engineering processes, specifically outlined in Table 2.
ASD. To achieve this goal, the instructors designed
LOs (Section 3.1) and used suitable teaching meth-
ods (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 con-
tions 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, mak-
dicated 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
different LOs. The reason for this could be found in in their own studies and to help them achieve com-
Figure 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 different teaching knowledge of hybrid teaching.
method activities. This is why the students con-
firmed that they achieved the intended LOs in the
course.
Figure 5: Mapping between the teaching methods and the learning outcomes.
Table 2
Issues and recommendations on teaching methods in hybrid settings
Aspects Space Tools Culture Coordination
In-class Using omnidirectional mi- Online learning platforms can Using interactive tools, such Scheduling lecture times with re-
concepts crophones and cameras to face technical issues that dis- as polls, quizzes, and breakout mote students across different
capture the entire classroom and rupt hybrid learning. Conduct- rooms, can ensure equal engage- time zones can be challenging.
maintaining eye contact with ing small training sessions on ment for in-person and remote Providing learning resources be-
both groups of students during common issues during course in- students to enable a common un- fore class sessions and sharing
lectures can balance attention troduction can help address tech- derstanding of course topics. the video recordings of lectures
between in-person and remote nical problems. can provide remote groups with
learners. equal access.
Project The use of digital collabora- Uneven tool knowledge may hin- To promote trust and a positive Remote team members often
work tion tools, such as Mural, Miro, der progress in groups. To famil- team culture, instructors should face challenges when scheduling
and Trello, to create a shared iarize members with the tools be- encourage hybrid teams to adopt across time zones. Tools, such
workspace can help ease the chal- ing used, instructors can provide good practices and conduct regu- as Doodle and When2meet, can
lenges of collaborating with both recorded training videos and re- lar check-ins. be used to find common meeting
in-person and remote students. sources at the beginning of the times.
course.
Indep en- Remote students may face diffi- Students’ progress can be hin- Remote students require sup- Remote students may need help
dent study culty in completing tasks. They dered by technical issues. In- port to stay motivated and en- from their instructors and require
should be encouraged to create a structors can provide deadline gaged. Encouraging peer interac- guidance on effective time man-
dedicated workspace at home. flexibility to address these chal- tion through discussion forums agement strategies. Structur-
lenges. and regular check-ins can help ing the course with regular mile-
students remain engaged in their stones can help students stay on
studies. track.
6. Conclusion search attempted to understand the unique features
of and the possible problems with this type of teach-
This study examined how a course on ASD and soft- ing. It asked important questions about what the
ware processes can be conducted, especially when students thought of the hybrid courses and how
students learn in person and remotely. The re-
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 construc-
uses 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 edu-
findings 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: Pro-
all students, regardless of the learning mode, can ceedings of the 23rd Annual ACM Conference
learn effectively. on Innovation and Technology in Computer
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