Self-grading

Student projects in software engineering courses are traditionally graded according to the features developed/tasks completed by given deadline. This leads to two problems: cascading failure of some students in the course, and "feature hacking" by the students. In order to address these issues, we decided to shift grading to grading applied techniques in a web application development course. In this paper, we present the analysis of the impacts of our decision. For the analysis we use general student performance data from four prior years and three post-shift years, their performance in written exam, project grades in the web application development course for four years (two prior and two post change), and student feedback to the course. The results show that the shift to grading technique use has resulted in improved student exam and future performance among weaker students, reduced drop-out rates, and lowered the student feedback score for the course. The added benefit according to textual feedback from students was that the new grading scheme teaches students the best practices of agile web development better than previously possible.

Studies indicate that information systems and computer science programs should place more emphasis on software design topics.Because little significant software in a commercial environment is developed using only programming skills,students without exposure to design patterns and frameworks will be ill-prepared for the workforce. This paper investigates whether PHP-based web development courses should use PHP frameworks to guide program development and how to select an appropriate framework. The paper begins with a literature review of the concept of design patterns, particularly the Model-View-Controller(MVC) pattern. We review studies that argue that design patterns and frameworks are essential pedagogical tools. Finally, we report on our work to select an appropriate framework for incorporation into web development courses as well as the process by which some of the major PHP MVC frameworks were assessed to determine which is best-suited for use in an academic environment.

A learning management system is a system that supports student learning with several components. Telkom University is an institution that has an LMS called CeLOE LMS (Center for e-Learning and Open Education Learning Management System). Using LMS supports students' learning process, and lecturers can monitor what activities are carried out by their students. The pattern of learning by students can affect the success of learning in certain situations. The influence of these learning patterns makes lecturers need to pay attention to differences in student learning patterns. The data that will be used in this research are Website Application Development and Enterprise Systems courses. This study uses a process mining method with fuzzy miner algorithms to overcome the "spaghetti-like" process model into a more straightforward and easier-to-understand form. The resulting process model will then be analyzed using the graph simplification process method to obtain an accurate process model that describes the event log. In the Website Application Development course, conformance for all students Event logs is 99.93%, while conformance for students with index A event log is 99.94%. In the Enterprise System course, both event logs show the best conformance of 100%. The modeling produced by the two courses shows that the resulting model has a close alignment between the fuzzy model and the event log to reflect the behavior observed in the event log.

This paper investigates a class of database access errors that occur in the context of a web development course. While the use of an Object-Relational Mapping (ORM) simplifies database access, students still demonstrate reference errors such as mistakenly referring to the whole object rather than an attribute value that is a part of the object. Metonymy, a rhetorical device used in human communication, offers an interpretation to these errors. A study is presented where student answers are reported and analyzed in this context. Findings indicate the prevalence of reference errors and offer instructional strategies for addressing them.

Teaching students project managements requires a hands-on approach. Incorporating project management concepts and processes into a student team Web development project adds a dimension that exposes students to the realities of effective Web development. This paper will describe the project management approach used in a Web development course in which students build complete Websites. Based upon the written evaluations included with the final project documentation, students feel this project is the most valuable learning experience of the course. Furthermore, a positive relationship is established between the actual Web development and effective project management processes. It is important for students to understand the triple constraints (scope, time, and cost) that must be balanced in business projects.

In the development and design of Web application, the choice of framework development is very important. A good framework development can speed up the development of Web application, reduce development costs and the workload of developers. Meanwhile, Web application has good expansibility and portability. The framework based on SpringMVC + Spring + Mybatis (SSM) has good performance and rapid development efficiency, gradually becoming a mainstream development framework of Web application.

Digital portfolios have become an essential assessment tool in project-based and student-centered learning environments. Unfortunately, students exert minimal effort in creating digital portfolios because they find the writing component unchallenging. This issue is concerning since existing research predominantly focuses on the use of pre-existing platforms for building digital portfolios. With this concern, there is an opportunity to explore more challenging approaches to digital portfolio creation. Consequently, this study employs a project-based learning (PBL) approach within a website design and development course, where 176 undergraduate students completed weekly coding tasks culminating in a self-coded digital portfolio. Using a one-group posttest-only research design, data were collected through a structured questionnaire that included demographic items and validated scales measuring learning effectiveness and ownership of learning. The survey was administered electronically after students submitted their digital portfolio projects. The results reveal that device ownership shows only weak associations with students’ perceptions, while internet connectivity and self-reported academic performance demonstrate stronger relationships with engagement and ownership of learning. Additionally, prior experience with digital portfolios positively influences students’ engagement, motivation, and ownership of learning. Implications of these findings are discussed for supporting the integration of digital portfolios into technical disciplines. Overall, this study contributes to the literature on PBL methodology, expands our understanding of digital portfolio integration, and underscores the significance of student-centered pedagogies.

Service learning aims to expose students mainly at tertiary studies to engage with the local communities under the selected registered courses. It enables students to apply the assigned projects at the chosen community. Thus, they can learn and solve real problems. This paper reports the service-learning component that is integrated with a four-credit Application Development course for the third-year students of Semester 1, Session 2019/2020 under Bachelor of Computer Science (Software Engineering) programme at School of Computing, Universiti Teknologi Malaysia. The students were attached to a rural community project known as Centre for Advancement in Rural Education Informatics (iCARE) during the one-semester study. The students were assigned to solve the issues in mastering English among rural learners by developing either a mobile application or an augmented reality application in a team of three students. The materials were provided by the English teacher who acts as the key stakeholder to represent the rural schools in Southeast Johor region under the Southeast Johor Development Authority (KEJORA). The study shows good impacts among both the university students and the rural students selected under the study.

Recent research has demonstrated pair programming to be an effective model of collaborative learning for millennial students. However, much of the research describes the impact of pair programming in first-year programming courses. This paper highlights experiences using pair programming in an advanced web development programming course. Most of the students in the course were at the junior or senior level and had not been formally introduced to pair programming prior to taking the course. Qualitative data were collected through the use of written reports and surveys. The author discusses what was learned about the impact on students’ attitudes, learning and quality of work. Challenges are also described, as well as recommendations for enhancements.

Can Web development courses avoid obsolescence?

Mobile web development is one of the fast growing fields in IT. New and powerful front-end development technologies and tools are available to help users with limited experience build mobile-friend...

This paper puts forward a new learning mode called project-based blended learning mode for the mobile application development course. In this learning mode different learning activities are designed according to different learning styles and are blended into project-based learning. The paper presents that what constitute the framework of the learning mode, how the blended learning activities of the mode are designed and the future research direction.

Nowadays, technological development and improvement in business is happening rapidly, so higher education (HE), and not only, studies should constantly provide and develop new up-to-date knowledge and skills to students, in order to train competitive specialists, address digital transformation by developing digital readiness of higher institutions, and increase employment opportunities of students. Consequently, this paper discusses the implementation of the newly developed courses for teaching Rapid Application Development (RAD) on the Oracle Application Express platform into the studies at Vilnius Gediminas Technical University (VILNIUS TECH) and presents the effectiveness of the implementation of this course measured using Kirkpatrick’s model. The obtained results show that students’ knowledge of RAD increased after attending the course. In addition, a 76% agreed that this course increased their knowledge of the subject matter.

There have been a considerable amount of interests in providing the state-of-theart product design and manufacture techniques and methods accessible on the Internet from web browsers. This chapter concerns with the process of building web applications for product design and manufacture. The focus is on how such systems are being developed and implemented. However, there have been considerable difficulties in the design, development, and implementation of web applications in product design and manufacture. The complexity can be understood in several ways. For example, there is no rigorous and systematic approach to the development of web applications at present. Current web application development and management practices are mostly ad hoc, heavily dependent on the knowledge and experience of individual developers.

Blended teaching is based on Internet technology and online open courses, which combine online learning as well as offline lectures. SPOC is a small-scale restricted online course that is widely promoted and used in schools, and Mu Classroom is a blended teaching tool that seamlessly connects to the school cloud. The combination of the two can bring into play the "student-centred" teaching concept and cultivate students' ability of independent learning and active thinking.This paper takes the exploration and practice of blended teaching in the Product Innovation Design and Development course as an example, making the teaching effect digital by citing the online resources of China University's MOOC platform as well as offline with the use of MU classroom teaching tools. This not only improves the efficiency of the classroom, but also enhances the teaching effect. It also explores new teaching mode ideas for the product design course.