Abstract
The Covid-19 pandemic forced many academic institutions around the world to switch to online teaching. This shift occurred suddenly and with little preparation and this method of instruction was named “emergency remote teaching”. This paper will describe the effects of emergency remote teaching on teaching a software engineering course at a Japanese university, showing how the online environment was used as an alternative to cancelling classes. Strategies for implementing active learning and for engaging students during this software engineering course will be highlighted. Based on the results and observations gathered during the teaching of this course, important conclusions will be drawn. They will constitute a starting point for planning and implementing future software engineering courses and for making sure that active learning continues to remain an essential part of the instruction process.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
UNESCO: COVID-19 impact on education. https://en.unesco.org/covid19/educationresponse. Accessed 7 June, 2021
Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A.: The difference between emergency remote teaching and online learning. Educause Rev. 27, 1–12 (2020)
Whittle, C., Tiwari, S., Yan, S., Williams, J.: Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises. Information and Learn. Sci. (2020)
Sandrone, S., Scott, G., Anderson, W.J., Musunuru, K.: Active learning-based STEM education for in-person and online learning. Cell 184(6), 1409–1414 (2021)
Bonwell, C.C., Eison, J.A.: Active learning: creating excitement in the classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University (1991)
Microsoft Stream. https://www.microsoft.com/en-us/microsoft-365/microsoft-stream. Accessed 7 June 2021
Manaba Homepage. https://manaba.jp/products/. Accessed 7 June 2021
Zoom: Zoom meetings & chat. https://zoom.us/meetings. Accessed 7 June 2021
Chat, Meetings, Calling, Collaboration: Microsoft teams. https://www.microsoft.com/en-us/microsoft-365/microsoft-teams/group-chat-software. Accessed 7 June 2021
Tweed, R.G., Lehman, D.R.: Learning considered within a cultural context: confucian and socratic approaches. Am. Psychol. 57(2), 89 (2002)
Mercier, H., Deguchi, M., Van der Henst, J.B., Yama, H.: The benefits of argumentation are cross-culturally robust: the case of Japan. Think. Reason. 22(1), 1–15 (2016)
Piilikangas, A., Lindfors, E.: Stay online: student teachers’ views on online experiential learning in emergency remote teaching (ERT). Techne serien-Forskning i slöjdpedagogik och slöjdvetenskap 28(2), 294–302 (2021)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Vasilache, S. (2022). Suddenly Online: Active Learning Implementation Strategies During Remote Teaching of a Software Engineering Course. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds) Mobility for Smart Cities and Regional Development - Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, vol 389. Springer, Cham. https://doi.org/10.1007/978-3-030-93904-5_40
Download citation
DOI: https://doi.org/10.1007/978-3-030-93904-5_40
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-93903-8
Online ISBN: 978-3-030-93904-5
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)