Scrum-Based Learning Environment: Fostering Self-Regulated Learning
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| Publicado en: | Journal of Information Systems Education vol. 29, no. 2 (Spring 2018), p. 65 |
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| Autor Principal: | |
| Publicado: |
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| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Linden, Tanya |u Department of Business Technology and Entrepreneurship Swinburne Business School, Faculty of Business and Law Swinburne University of Technology Hawthorn, Victoria 3122, Australia tlinden@swin.edu.au | |
| 245 | 1 | |a Scrum-Based Learning Environment: Fostering Self-Regulated Learning | |
| 260 | |b EDSIG |c Spring 2018 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning environments. In this paper, we discuss teaching introductory programming based on Scrum. Our learning environment, supported by the Doubtfire learning management system, fosters perceived autonomy and perceived competence by providing tools and opportunities for self-regulated learners to adjust their learning strategies. Evaluation of the learning environment revealed that students want to be in control of their learning. | |
| 653 | |a Pedagogy | ||
| 653 | |a Teaching methods | ||
| 653 | |a Computer science | ||
| 653 | |a Learning | ||
| 653 | |a School environment | ||
| 653 | |a Educational technology | ||
| 653 | |a Learning management systems | ||
| 653 | |a Software engineering | ||
| 653 | |a Software development | ||
| 653 | |a Students | ||
| 653 | |a Autonomy | ||
| 653 | |a Computer programming | ||
| 653 | |a Project management | ||
| 653 | |a Work environment | ||
| 653 | |a Software | ||
| 653 | |a Learning environment | ||
| 653 | |a Self evaluation | ||
| 653 | |a Popularity | ||
| 653 | |a Student-centered learning | ||
| 653 | |a Teaching | ||
| 653 | |a Academic staff | ||
| 653 | |a Learning strategies | ||
| 653 | |a Self regulation | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Student Development | ||
| 653 | |a Learning Processes | ||
| 653 | |a Programming Languages | ||
| 653 | |a Thinking Skills | ||
| 653 | |a Computer Software | ||
| 653 | |a Educational Environment | ||
| 773 | 0 | |t Journal of Information Systems Education |g vol. 29, no. 2 (Spring 2018), p. 65 | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/2056814203/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/2056814203/fulltext/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/2056814203/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |