Towards Better Scrum Learning Using Learning Styles

Autores
Scott, Ezequiel; Rodríguez, Guillermo Horacio; Soria, Alvaro; Campo, Marcelo
Año de publicación
2016
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
The meshing hypothesis claims that when both teaching and learning styles are aligned, the students’ learning experience is enhanced. However, the literature fails to evidence support for the meshing hypothesis in the context of software engineering education and scrum learning. For this reason, our work aims to validate the use of strategies for teaching Scrum that fit students’ learning styles according to the Felder-Silverman model.
Sociedad Argentina de Informática e Investigación Operativa
Materia
Ciencias Informáticas
Enseñanza
Scrum
Felder-Silverman model
Nivel de accesibilidad
acceso abierto
Condiciones de uso
http://creativecommons.org/licenses/by-sa/3.0/
Repositorio
SEDICI (UNLP)
Institución
Universidad Nacional de La Plata
OAI Identificador
oai:sedici.unlp.edu.ar:10915/57303
Acceder
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network_name_str SEDICI (UNLP)
spelling Towards Better Scrum Learning Using Learning StylesScott, EzequielRodríguez, Guillermo HoracioSoria, AlvaroCampo, MarceloCiencias InformáticasEnseñanzaScrumFelder-Silverman modelThe meshing hypothesis claims that when both teaching and learning styles are aligned, the students’ learning experience is enhanced. However, the literature fails to evidence support for the meshing hypothesis in the context of software engineering education and scrum learning. For this reason, our work aims to validate the use of strategies for teaching Scrum that fit students’ learning styles according to the Felder-Silverman model.Sociedad Argentina de Informática e Investigación Operativa2016-09info:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionResumenhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfhttp://sedici.unlp.edu.ar/handle/10915/57303enginfo:eu-repo/semantics/altIdentifier/url/http://45jaiio.sadio.org.ar/sites/default/files/asse-24.pdfinfo:eu-repo/semantics/altIdentifier/issn/2451-7593info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-sa/3.0/Creative Commons Attribution-ShareAlike 3.0 Unported (CC BY-SA 3.0)reponame:SEDICI (UNLP)instname:Universidad Nacional de La Platainstacron:UNLP2025-10-15T10:58:47Zoai:sedici.unlp.edu.ar:10915/57303Institucionalhttp://sedici.unlp.edu.ar/Universidad públicaNo correspondehttp://sedici.unlp.edu.ar/oai/snrdalira@sedici.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13292025-10-15 10:58:48.268SEDICI (UNLP) - Universidad Nacional de La Platafalse
dc.title.none.fl_str_mv Towards Better Scrum Learning Using Learning Styles
title Towards Better Scrum Learning Using Learning Styles
spellingShingle Towards Better Scrum Learning Using Learning Styles
Scott, Ezequiel
Ciencias Informáticas
Enseñanza
Scrum
Felder-Silverman model
title_short Towards Better Scrum Learning Using Learning Styles
title_full Towards Better Scrum Learning Using Learning Styles
title_fullStr Towards Better Scrum Learning Using Learning Styles
title_full_unstemmed Towards Better Scrum Learning Using Learning Styles
title_sort Towards Better Scrum Learning Using Learning Styles
dc.creator.none.fl_str_mv Scott, Ezequiel
Rodríguez, Guillermo Horacio
Soria, Alvaro
Campo, Marcelo
author Scott, Ezequiel
author_facet Scott, Ezequiel
Rodríguez, Guillermo Horacio
Soria, Alvaro
Campo, Marcelo
author_role author
author2 Rodríguez, Guillermo Horacio
Soria, Alvaro
Campo, Marcelo
author2_role author
author
author
dc.subject.none.fl_str_mv Ciencias Informáticas
Enseñanza
Scrum
Felder-Silverman model
topic Ciencias Informáticas
Enseñanza
Scrum
Felder-Silverman model
dc.description.none.fl_txt_mv The meshing hypothesis claims that when both teaching and learning styles are aligned, the students’ learning experience is enhanced. However, the literature fails to evidence support for the meshing hypothesis in the context of software engineering education and scrum learning. For this reason, our work aims to validate the use of strategies for teaching Scrum that fit students’ learning styles according to the Felder-Silverman model.
Sociedad Argentina de Informática e Investigación Operativa
description The meshing hypothesis claims that when both teaching and learning styles are aligned, the students’ learning experience is enhanced. However, the literature fails to evidence support for the meshing hypothesis in the context of software engineering education and scrum learning. For this reason, our work aims to validate the use of strategies for teaching Scrum that fit students’ learning styles according to the Felder-Silverman model.
publishDate 2016
dc.date.none.fl_str_mv 2016-09
dc.type.none.fl_str_mv info:eu-repo/semantics/conferenceObject
info:eu-repo/semantics/publishedVersion
Resumen
http://purl.org/coar/resource_type/c_5794
info:ar-repo/semantics/documentoDeConferencia
format conferenceObject
status_str publishedVersion
dc.identifier.none.fl_str_mv http://sedici.unlp.edu.ar/handle/10915/57303
url http://sedici.unlp.edu.ar/handle/10915/57303
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://45jaiio.sadio.org.ar/sites/default/files/asse-24.pdf
info:eu-repo/semantics/altIdentifier/issn/2451-7593
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-sa/3.0/
Creative Commons Attribution-ShareAlike 3.0 Unported (CC BY-SA 3.0)
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-sa/3.0/
Creative Commons Attribution-ShareAlike 3.0 Unported (CC BY-SA 3.0)
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:SEDICI (UNLP)
instname:Universidad Nacional de La Plata
instacron:UNLP
reponame_str SEDICI (UNLP)
collection SEDICI (UNLP)
instname_str Universidad Nacional de La Plata
instacron_str UNLP
institution UNLP
repository.name.fl_str_mv SEDICI (UNLP) - Universidad Nacional de La Plata
repository.mail.fl_str_mv alira@sedici.unlp.edu.ar
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score 13.22299

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