Student-directed learning in a graduate software engineering course

Abstract

Adult students share a unique set of learning characteristics, one of which is a strong desire to control their learning experience. Ideally, software engineering education for adults should support students' desire for self-direction by allowing students to absorb material in the manner in which each individual learns best, while at the same time allowing students the freedom to explore topics of interest. This paper describes an investigation into self-directed learning in a Web application design and development course which uses a student-defined project approach. Results of an ongoing survey-based study performed by the instructor to determine student attitude toward the student-defined project are discussed. Students were surveyed on their opinions at the beginning and end of the semester. Results indicate that students enjoy the self-deterministic approach used in the project, and approval of the student-directed approach showed an increase from the beginning of the semester to the end.