Software engineering, bridging theory and practice in an agile learning environment

Abstract

The case study presented in this paper, investigates the conditions for implementing an agile learning environment. The course Software Engineering in Project Form for the second-year bachelor program in Computer Science at the KTH-Royal Institute of Technology, Sweden, has undergone different iterations to increase attendance rate and student engagement and motivation and closing the gap between theory and practice. For the current academic year of 2021/2022, changes includes converting traditional lectures into student conference seminars and teachers into mentors, in line with the agile learning approach and values. Focusing on group working skills, communication skills and expected learning outcomes, the students were asked to assess their previous experiences and their own abilities in group work and communication, estimate the required qualities for software engineers, rate their preferences for learning and group work, and describe their overall expectations for the course. For this purpose, a survey was distributed to the 211 students, 117 responded. The results suggests that the students seems to prioritize most of the agile values, with the exception of customer collaboration. It can therefore be concluded that the conditions for introducing an agile learning environment will be fruitful. For the duration of the course, until May 2022, further evaluations will be made including interviews with mentors and another student survey after the course has finished, to investigate if, and if so how, the agile approach could increase student engagement whilst reducing the barriers between theory and practice.