MOTSCHNIG, Renate, Michael SILBER and Valdemar ŠVÁBENSKÝ. How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run? In 2020 IEEE Frontiers in Education Conference (FIE). New York, NY, USA: IEEE, 2020. p. 1-9. ISBN 978-1-7281-8961-1. doi:10.1109/FIE44824.2020.9273962.
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Basic information
Original name How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?
Authors MOTSCHNIG, Renate (40 Austria, guarantor, belonging to the institution), Michael SILBER (40 Austria) and Valdemar ŠVÁBENSKÝ (703 Slovakia, belonging to the institution).
Edition New York, NY, USA, 2020 IEEE Frontiers in Education Conference (FIE), p. 1-9, 9 pp. 2020.
Publisher IEEE
Other information
Original language English
Type of outcome Proceedings paper
Field of Study 10201 Computer sciences, information science, bioinformatics
Country of publisher United States of America
Confidentiality degree is not subject to a state or trade secret
Publication form electronic version available online
WWW Výsledek v sborníku konference
RIV identification code RIV/00216224:14330/20:00115856
Organization unit Faculty of Informatics
ISBN 978-1-7281-8961-1
ISSN 1539-4565
Doi http://dx.doi.org/10.1109/FIE44824.2020.9273962
Keywords in English student-centered learning; longitudinal study; mixed methods; qualitative content analysis; communication; professional skills
Tags firank_B
Tags International impact, Reviewed
Changed by Changed by: RNDr. Pavel Šmerk, Ph.D., učo 3880. Changed: 10. 5. 2021 05:50.
Abstract
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.
Links
EF16_019/0000822, research and development projectName: Centrum excelence pro kyberkriminalitu, kyberbezpečnost a ochranu kritických informačních infrastruktur
MUNI/A/1411/2019, internal MU codeName: Aplikovaný výzkum: softwarové architektury kritických infrastruktur, bezpečnost počítačových systémů, zpracování přirozeného jazyka a jazykové inženýrství, vizualizaci velkých dat a rozšířená realita.
Investor: Masaryk University, Grant Agency of Masaryk University, Category A
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