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Peer Review-Assisted Learning: Teaching Software Design Engineering using Student Peer Review in a Lecture
PROCEEDING

, Fraunhofer Austria Research GmbH & Graz University of Technology, Austria

Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

A “good” software design is often characterized by a few direct attributes (such as correctness) and many indirect ones (such as understandability). Indirect attributes need a context, namely those e.g. who understand or do not understand the software. These attributes are often characteristics, which are said to require practical experience in order to design software that complies with them. As practical experience is difficult to teach in a short period of time, one goal of software engineering is to create and raise awareness of software engineering questions. As the encouragement of critical thinking is one of the reported benefits of peer review as a teaching tool, we investigated this teaching tool. This article analyzes the effects and results of peer review in a lecture / case study on software design engineering and summarizes the experiences made: in short, the collected data and the surveyed opinions returned a mixed picture with positive and negative effects.

Citation

Ullrich, T. (2016). Peer Review-Assisted Learning: Teaching Software Design Engineering using Student Peer Review in a Lecture. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 207-215). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2020 from .

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