Comparando dos estrategias de aprendizaje activo para enseñar Scrum en un curso introductorio de ingeniería de software

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dc.citation.journalTitleIngeniareeng
dc.contributor.authorLozano, S.I.
dc.contributor.authorSuescun, E.
dc.contributor.authorVallejo, P.
dc.contributor.authorMazo, R.
dc.contributor.authorCorrea, Daniel
dc.contributor.departmentUniversidad EAFIT. Departamento de Ingeniería de Sistemasspa
dc.contributor.researchgroupI+D+I en Tecnologías de la Información y las Comunicacionesspa
dc.creatorLozano, S.I.
dc.creatorSuescun, E.
dc.creatorVallejo, P.
dc.creatorMazo, R.
dc.creatorCorrea, Daniel
dc.date.accessioned2021-04-12T20:55:49Z
dc.date.available2021-04-12T20:55:49Z
dc.date.issued2020-01-01
dc.description.abstractActive learning comprises any process in which students are actively engaged in building understanding of facts, ideas, and skills through instructor-directed tasks and activities undertaken mainly during classes. In this paper we presented results from a comparison of two active learning strategies to teach the agile Scrum framework in the context of an introductory software engineering course. The comparison was carried out through a quasi-experiment in which participants were divided into two groups. The first group used the strategy of active reading on basic concepts of Scrum, while for the other group a game was used; representing two teaching strategies for active learning. The results gave indications at the population level that there are significant differences in the concepts learned by the members of both groups and ratifies the use of active learning strategies to teach Scrum. The results provided empirical evidence indicating that using various active learning strategies facilitates the retention and appropriation of concepts related to Scrum and offer teachers a point of reference about the effectiveness of these two strategies of active learning to teach Scrum concepts. © 2020, Universidad de Tarapaca. All rights reserved.eng
dc.identifierhttps://eafit.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=11961
dc.identifier.doi10.4067/S0718-33052020000100083
dc.identifier.issn7183291
dc.identifier.otherSCOPUS;2-s2.0-85085023748
dc.identifier.urihttp://hdl.handle.net/10784/28645
dc.language.isoengeng
dc.publisherUniversidad de Tarapaca
dc.relationDOI;10.4067/S0718-33052020000100083
dc.relationSCOPUS;2-s2.0-85085023748
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85085023748&doi=10.4067%2fS0718-33052020000100083&partnerID=40&md5=d251982043ed2a0e7f7c47c6e0e3c94e
dc.rightsUniversidad de Tarapaca
dc.sourceIngeniare
dc.subjectActive learningeng
dc.subjectScrumeng
dc.subjectSoftware engineeringeng
dc.titleComparando dos estrategias de aprendizaje activo para enseñar Scrum en un curso introductorio de ingeniería de softwarespa
dc.typeinfo:eu-repo/semantics/articleeng
dc.typearticleeng
dc.typeinfo:eu-repo/semantics/publishedVersioneng
dc.typepublishedVersioneng
dc.type.localArtículospa

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