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- TextdokumentBarriers to Digital Higher Education Teaching during the COVID-19 Pandemic from Teachers’ and Students’ Perspectives(INFORMATIK 2022, 2022) Draxler-Weber,Nicole; Brink,Henning; Packmohr,SvenDuring the COVID-19 pandemic, the rapid transition to digital teaching enabled higher education institutions (HEIs) to continue teaching. The strict execution exposed barriers that both teachers and students have faced towards digital higher education teaching around the world. In this paper, the barriers from both perspectives are identified and systematically processed. For this purpose, a quantitative survey of 396 students from HEIs in Sweden, Türkiye, and Germany was conducted. The students’ barriers were identified and assigned to categories based on teachers’ barrier categories, which were analyzed in a pre-study by conducting a literature review. The teachers’ barrier categories could be confirmed by the students’ survey. However, within the subcategories, the two perspectives differ. All categories and subcategories are described in detail so that this contribution offers an overview of barriers that have to be overcome if digital higher education teaching will be followed in the future.
- TextdokumentA study on the quality mindedness of students(Software Engineering im Unterricht der Hochschulen (SEUH 2022), 2022) Dick, Steffen; Schulz, Stefan; Bockisch, ChristophAwareness of software quality is a skill generally agreed to be very important working in the industry, but we have observed that it receives little attention in the first-year programming education at universities. Besides preparing students for work life, we assume that good knowledge of software quality also helps computer science students to study more successfully. In this paper, we present a method for determining the quality-awareness, based on a diagnostic assignment and a questionnaire. Using the method we establish a baseline measurement in two courses that students typically follow in their first year, showing that quality awareness correlates with good grades. According to the baseline, the level of quality-mindedness of approximately half the students is not satisfactory.