The work-reflection-learning cycle - Department of Computer and ...
The work-reflection-learning cycle - Department of Computer and ...
The work-reflection-learning cycle - Department of Computer and ...
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7 Evaluation<br />
In this chapter, I evaluate the contributions <strong>of</strong> the thesis with respect to the research<br />
questions <strong>and</strong> the state-<strong>of</strong>-the-art <strong>of</strong> the research fields. Also, I evaluate the research<br />
approach <strong>and</strong> process <strong>and</strong> discuss my choice <strong>of</strong> theory.<br />
7.1 Evaluation <strong>of</strong> the contributions with respect to the research<br />
questions<br />
RQ1: What characterizes s<strong>of</strong>tware engineering student projects? <strong>The</strong> thesis answers<br />
this question by providing new knowledge about two selected aspects <strong>of</strong> project <strong>work</strong> in<br />
SE student projects: issues related to cross-community collaboration (Contribution 1)<br />
<strong>and</strong> the use <strong>of</strong> lightweight collaboration tools (Contribution 2).<br />
RQ2: What is the current usage <strong>of</strong> lightweight collaboration tools to support <strong>work</strong> in<br />
s<strong>of</strong>tware engineering student projects? This question is answered by Contribution 2,<br />
which represents new knowledge on the use <strong>of</strong> a selection <strong>of</strong> commonly used<br />
collaboration tools in SE student projects: instant messaging, internet forums, project<br />
wikis, issue trackers, <strong>and</strong> also email as part <strong>of</strong> a concerted use <strong>of</strong> tools in the teams.<br />
RQ3: How can retrospective <strong>reflection</strong> be supported in s<strong>of</strong>tware engineering student<br />
projects? <strong>The</strong> thesis answers the question in Contribution 3 by showing that a SE<br />
industry approach to organizing <strong>reflection</strong> <strong>work</strong>shops can be successfully adapted to<br />
student projects, providing adequate support for the reflective process as outlined in<br />
relevant <strong>learning</strong> theory. A concrete <strong>work</strong>shop design is outlined. Also, the thesis shows<br />
that collaboration tools <strong>and</strong> their historical data can be used as a resource for the<br />
<strong>reflection</strong>.<br />
RQ4: How can collaboration tools that are used in daily project <strong>work</strong> be utilized as<br />
tools for project based <strong>learning</strong>? This is answered in Contribution 3, in which it is<br />
proposed to have collaboration tools take on a dual role in the projects: as support for<br />
day-to-day <strong>work</strong> <strong>and</strong> as support for retrospective <strong>reflection</strong> on that <strong>work</strong> by use <strong>of</strong> the<br />
historical data in the tools. It is shown that certain tool features are important in this<br />
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