Impact of different teaching paradigms on student learning in technically intensive courses: observations from a software analysis and design course

In this paper, we discuss the preliminary results observed from a software analysis and design course offered in the following paradigms: traditional classroom, online, and augmented online classroom. Typically, in many universities, a software analysis and design class is a junior/senior level class with a significant technical/development content. In the classes analyzed there was an extensive writing component which involved a team project comprised of 2-3 students. Often such a class requires a student to be: (i) technically proficient in basic computing concepts and theories, (ii) have the ability to abstract and creatively solve problems of increased software complexity, (iii) have the ability to positively interact with other members and be a productive team member, and (iv) assume appropriate responsibility for specific technical development and documentation portions of the class project. In our student exit interviews and subsequent follow-ups with alumni, many students have indicated that these classes help them develop the necessary technical and social interaction skills that are crucial for real-world jobs. Understanding the factors that impact learning might assist in determination of the "effectiveness" of the different teaching paradigms.