How Does a Student-Centered Course on Communication and
Professional Skills Impact Students in the Long Run?

D 2020

How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?

MOTSCHNIG, Renate, Michael SILBER a Valdemar ŠVÁBENSKÝ

Základní údaje

Originální název

How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?

Autoři

MOTSCHNIG, Renate (40 Rakousko, garant, domácí), Michael SILBER (40 Rakousko) a Valdemar ŠVÁBENSKÝ (703 Slovensko, domácí)

Vydání

New York, NY, USA, 2020 IEEE Frontiers in Education Conference (FIE), od s. 1-9, 9 s. 2020

Nakladatel

IEEE

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Obor

10201 Computer sciences, information science, bioinformatics

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

Výsledek v sborníku konference

Kód RIV

RIV/00216224:14330/20:00115856

Organizační jednotka

Fakulta informatiky

ISBN

978-1-7281-8961-1

ISSN

DOI

http://dx.doi.org/10.1109/FIE44824.2020.9273962

UT WoS

000646660800094

Klíčová slova anglicky

student-centered learning; longitudinal study; mixed methods; qualitative content analysis; communication; professional skills

Štítky

core_B, firank_B

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 15. 4. 2022 13:34, RNDr. Valdemar Švábenský, Ph.D.

Anotace

V originále

This Full Paper in the Research-To-Practice Category presents a long-term study about the effects of a student-centered course on communication and professional skills on students’ thoughts, attitudes, and behavior. The course is offered at a European university as part of a computer science master's program. This paper shares the design and challenges of a longitudinal study that reaches ten years behind and employs a mixed-methods approach. Besides presenting and interpreting the findings, we shed light on which features tend to stay on students’ minds and impact their way of being and acting in society. Moreover, we suggest implications for the design and practice in comparable courses to maximize constructive, sustainable effects, such as improved active listening, presentation skills, and openness to other perspectives. These are essential (not only) for computer science professionals. Our findings suggest that the course provided significant learning for the vast majority of respondents, including aspects such as presenting while keeping the other side in mind, managing one’s stress, and becoming less shy to speak up. All in all, we aim to contribute an evidence-based source of motivation for instructors in technically focused curricula who hold a student-centered stance.

Návaznosti

EF16_019/0000822, projekt VaV

Název: Centrum excelence pro kyberkriminalitu, kyberbezpečnost a ochranu kritických informačních infrastruktur

MUNI/A/1411/2019, interní kód MU

Název: Aplikovaný výzkum: softwarové architektury kritických infrastruktur, bezpečnost počítačových systémů, zpracování přirozeného jazyka a jazykové inženýrství, vizualizaci velkých dat a rozšířená realita.

Investor: Masarykova univerzita, Aplikovaný výzkum: softwarové architektury kritických infrastruktur, bezpečnost počítačových systémů, zpracování přirozeného jazyka a jazykové inženýrství, vizualizaci velkých dat a rozšířená realita., DO R. 2020_Kategorie A - Specifický výzkum - Studentské výzkumné projekty

Přiložené soubory

2020-FIE-how-does-student-centered-course-communication-professional-skills-impact-paper.pdf

Vyhledat podobné dokumenty

Citovat

MOTSCHNIG, Renate, Michael SILBER a Valdemar ŠVÁBENSKÝ. How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?. Online. In 2020 IEEE Frontiers in Education Conference (FIE). New York, NY, USA: IEEE, 2020, s. 1-9. ISBN 978-1-7281-8961-1. Dostupné z: https://dx.doi.org/10.1109/FIE44824.2020.9273962.

@inproceedings{1664092,
   author = {Motschnig, Renate and Silber, Michael and Švábenský, Valdemar},
   address = {New York, NY, USA},
   booktitle = {2020 IEEE Frontiers in Education Conference (FIE)},
   doi = {http://dx.doi.org/10.1109/FIE44824.2020.9273962},
   keywords = {student-centered learning; longitudinal study; mixed methods; qualitative content analysis; communication; professional skills},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {New York, NY, USA},
   isbn = {978-1-7281-8961-1},
   pages = {1-9},
   publisher = {IEEE},
   title = {How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?},
   url = {https://ieeexplore.ieee.org/document/9273962},
   year = {2020}
}

TY  - JOUR
ID  - 1664092
AU  - Motschnig, Renate - Silber, Michael - Švábenský, Valdemar
PY  - 2020
TI  - How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?
PB  - IEEE
CY  - New York, NY, USA
SN  - 9781728189611
KW  - student-centered learning
KW  - longitudinal study
KW  - mixed methods
KW  - qualitative content analysis
KW  - communication
KW  - professional skills
UR  - https://ieeexplore.ieee.org/document/9273962
L2  - https://ieeexplore.ieee.org/document/9273962
N2  - This Full Paper in the Research-To-Practice Category presents a long-term study about the effects of a student-centered course on communication and professional skills on students’ thoughts, attitudes, and behavior. The course is offered at a European university as part of a computer science master's program. This paper shares the design and challenges of a longitudinal study that reaches ten years behind and employs a mixed-methods approach. Besides presenting and interpreting the findings, we shed light on which features tend to stay on students’ minds and impact their way of being and acting in society. Moreover, we suggest implications for the design and practice in comparable courses to maximize constructive, sustainable effects, such as improved active listening, presentation skills, and openness to other perspectives. These are essential (not only) for computer science professionals. Our findings suggest that the course provided significant learning for the vast majority of respondents, including aspects such as presenting while keeping the other side in mind, managing one’s stress, and becoming less shy to speak up. All in all, we aim to contribute an evidence-based source of motivation for instructors in technically focused curricula who hold a student-centered stance.
ER  -

MOTSCHNIG, Renate, Michael SILBER a Valdemar ŠVÁBENSKÝ. How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?. Online. In \textit{2020 IEEE Frontiers in Education Conference (FIE)}. New York, NY, USA: IEEE, 2020, s.~1-9. ISBN~978-1-7281-8961-1. Dostupné z: https://dx.doi.org/10.1109/FIE44824.2020.9273962.

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