TY - CHAP A1 - Abke, Jörg A1 - Gold, Carolin A1 - Roznawski, Nina A1 - Schwirtlich, Vincent A1 - Sedelmaier, Yvonne T1 - A New Approach to Collaborative Learning in Software Engineering Focussed on Embedded Systems T2 - 2013 International Conference on Interactive Collaborative Learning (ICL) N2 - Software Engineering is a very complex and abstract process and therefore hard to learn and hard to teach. Especially in mechatronics software engineering is not the main focus of the university studies. Therefore students have little understanding and low motivation to spend time on it. In this paper, we share some experiences on how we tried to give students a deeper understanding for software engineering, its processes and the complexity of software engineering projects. To that end, we chose a new didactical approach consisting of direct instruction and activating learning styles in parallel. The classical lectures were supplemented by a seminar and a project phase to allow students to apply their theoretical learned knowledge without delay in realistic settings. We combined active and passive learning styles to give students the opportunity to consolidate factual knowledge, foster soft skills (e.g. presentation and communication skills), improve team work and gain a deeper understanding of software engineering processes. The experiences of our courses in summer semesters 2010 and 2012 lead to a further development of our didactical approach in 2013. As a consequence, we tried further methods to spread needed information across the student working groups by using a wiki-system, a market of knowledge or mixing the groups between seminar and project phase. At the end of the seminar phase quality gates were implemented and also awards at the end of the project phase. Systematically evaluations at the end of the seminar phase and at the end of the project work show the learning outcomes and possible further improvements of our didactical approach. KW - Software Engineering KW - Kooperatives Lernen Y1 - 2013 SN - 978-1-4799-0152-4 U6 - https://doi.org/10.1109/ICL.2013.6644663 SP - 610 EP - 616 PB - IEEE ER - TY - CHAP A1 - Rodriguez Perez, Simón A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Borgeest, Kai T1 - A New Didactic Method for Programming in C for Freshmen Students Using Lego Mindstorms EV3 T2 - 18th International Conference on Interactive Collaborative Learning, Proceedings N2 - In this paper a new teaching-learning-method including the LEGO Mindstorms EV3 is presented. This computer sciences course is part of the studies of mechatronics in the first two semesters. The programming language being mediated is ANSI-C. Computer science is not the most popular subject in the interdisciplinary engineering field of mechatronics, therefore the EV3 should be included to increase motivation. For the new approach the former course – without the usage of EV3s – was evaluated and a competency profile was identified. On this basis a new didactical method was designed and implemented. The EV3 is programmed with the IDE Eclipse and with a self programmed plug-in. KW - EV3, Didaktik , Informatik KW - LEGO MindStorms KW - C Y1 - 2015 VL - 2015 ER - TY - CHAP A1 - Abke, Jörg A1 - Gold, Carolin A1 - Kälberer, Nina A1 - Kuhn, Martina T1 - Analyses and Evaluation of Educational Data Gained from a Learning Management System T2 - European Conference Software Engineering Education (ECSEE) 2014 N2 - Software Engineering is a very complex theme including abstract processes. Thus its university education is even more challenging; in particular in the course of study in mechatronics, in which various subjects are integrated and combined. Due to our experience the students are low motivated concerning the subject "Software Engineering", because of the mixture of technical and interdisciplinary competencies, therefore the subject matter is difficult to teach. In this paper, we share some experiences, as we have tried to activate students and therefore attempt to deepen their understanding of Software Engineering and its processes. As a central tool of the seminar phase, which is used to combine active and passive learning styles, a Wiki embedded in our learning management system Moodle was introduced. KW - Software Engineering Y1 - 2014 SN - 978-3-8440-3067-9 SP - 93 EP - 107 PB - Waxmann CY - Aachen ER - TY - CHAP A1 - Abke, Jörg A1 - Gold, Carolin A1 - Kälberer, Nina A1 - Kuhn, Martina T1 - Collaborative Knowledge Transfer via Wiki: A Project Based Learning Approach in Software Engineering T2 - 2014 International Conference on Interactive Collaborative Learning (ICL) N2 - Due to the high complexity and numerous abstract processes in the subject Software Engineering (SWE), both, challenges in teaching and in learning arise. The teaching of Software Engineering is attempted by a new didactic approach to convey a deeper understanding of the complexity and the processes of Software Engineering in the context of the course. The approach complements the classical ex-cathedra lecture with a seminar and a project phase, whereby the direct application of theoretical knowledge is achieved in real-world situations. In addition to the consolidation of factual knowledge, transferable skills, such as presentation, communication and teamwork skills, can be encouraged. The approach focuses on self-studying as well as collaborative learning. The knowledge gained from team working is multiplied by the Wiki and spread over the whole semester. KW - Software Engineering Y1 - 2014 SN - 978-1-4799-4438-5 U6 - https://doi.org/10.1109/ICL.2014.7017785 SP - 283 EP - 288 PB - IEEE ER - TY - CHAP A1 - Rodriguez Perez, Simón A1 - Abke, Jörg A1 - Gold-Veerkamp, Carolin A1 - Borgeest, Kai T1 - Ein neues Lehr-/Lernarrangement als Einstieg in die C-Programmierung mittels LEGO Mindstorms EV3 T2 - Tagungsband zum 2. HDMINT Symposium 2015 N2 - Ziel ist es, die Qualitätsverbesserung des Lehr-/Lernprozesses in der C-Programmierung durch die Integration eines Roboters darzustellen. Dieses neue Konzept wurde bereits teilweise in der Informatikveranstaltung (Studiengang Mechatronik – erstes und zweites Semester mit 180 Minuten pro Woche) umgesetzt. KW - EV3, Didaktik , Informatik KW - LEGO MindStorms KW - Roboter KW - Programmierung Y1 - 2015 SN - 1612-4537 VL - 2015 SP - 272 CY - Nürnberg ER - TY - CHAP A1 - Abke, Jörg A1 - Sedelmaier, Yvonne A1 - Gold, Carolin T1 - A Retrospective Course Survey of Graduates to Analyse Competencies in Software Engineering T2 - IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014 N2 - University education in Software Engineering is a challenge for both lecturers and students. Software Engineering is a very complex theme requiring various technical and nontechnical skills. At the beginning of a research project we asked which competencies our graduates need in their everyday working life. In this paper the course survey of graduates is described to gain information about necessary expert and interdisciplinary competencies. First of all, the conceptual approach and the research goals are explained. In a second step the research design in detail will be illustrated. Afterwards analyses take place considering this survey in order to get information concerning competencies and to evaluate the course retrospectively considering this expertise. Furthermore it is required to determine whether improvements or deteriorations in chronological sequence through the semesters can be detected. The students' attitude towards this course is not that positive, so also the survey includes this bias. But, as the learning and teaching arrangement shall be designed more attractive for students as well, first their evaluation has to be analysed. The last chapter provides a summary and an outlook how the results of this survey will be used to improve the quality of teaching. All of this combined is intended to contribute towards the development of a Competency Profile and in a wider context to reach the top goal of the project, to obtain recommendations for teaching and learning methods to improve the quality of teaching. KW - Software Engineering KW - Beurteilung KW - Fähigkeit KW - Studium Y1 - 2014 SN - 978-1-4799-3190-3 U6 - https://doi.org/10.1109/EDUCON.2014.6826075 SP - 100 EP - 106 PB - IEEE CY - Piscataway, NJ ER - TY - CHAP A1 - Kuhn, Martina A1 - Kälberer, Nina A1 - Kraus, Christian A1 - Abke, Jörg A1 - Gold, Carolin T1 - Eine Wiki-Plattform als kollaboratives Kommunikations- und Lernmedium im Software Engineering: Einsatz und Evaluation T2 - Grundfragen Multimedialen Lehrens und Lernens: der Qualitätspakt E-Learning im Hochschulpakt 2020 ; Tagungsband GML 2 2014 [13. - 14. März] KW - Computerunterstütztes Lernen KW - Studium KW - Software Engineering Y1 - 2014 SN - 978-3-8309-3106-5 SP - 334 EP - 336 PB - Waxmann CY - Berlin ER - TY - CHAP A1 - Kuhn, Martina A1 - Abke, Jörg A1 - Gold, Carolin T1 - A New Problem Based Blended Learning Approach in Software Engineering T2 - IEEE Global Engineering Education Conference (EDUCON 2015) : Tallinn, Estonia, 18 - 20 March 2015 N2 - The development of competencies and also the usage of E-Learning and distance education in higher education are key aspects of the Bologna Process. Through the use of E-Learning, individual learning styles (e.g., different learning conditions, speeds and pathways) and competence orientation can be supported and promoted. The combination of traditional classroom teaching and self-study as well as the use of information and communication technologies promise a better quality of teaching. As a result a variety of projects were launched to develop new teaching and learning arrangements while optimizing existing approaches. KW - Integriertes Lernen KW - Studium KW - Software Engineering Y1 - 2015 SN - 978-1-4799-1908-6 U6 - https://doi.org/10.1109/EDUCON.2015.7096083 SP - 920 EP - 925 PB - IEEE CY - Piscataway, NJ ER - TY - CHAP A1 - Gold-Veerkamp, Carolin T1 - Using Grounded Theory Methodology to Discover Undergraduates’ Preconceptions of Software Engineering T2 - 2018 IEEE Global Engineering Education Conference (EDUCON) KW - Software Engineering Y1 - 2018 SP - 707 EP - 711 PB - IEEE ER - TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Stegmann, Patricia A1 - Abke, Jörg T1 - Using Competency-Oriented Instructional Tasks for Internal Differentiation in Informatics KW - Hochschuldidaktik Y1 - 2018 SP - 26 EP - 33 PB - ACM ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Klopp, Marco A1 - Stegmann, Patricia A1 - Abke, Jörg T1 - An Evaluation of Competency-Oriented Instructional Tasks for Internal Differentiation in Basics of Programming T2 - 21th International Conference on Interactive Collaborative Learning (ICL) KW - Hochschuldidaktik Y1 - 2018 SP - 865 EP - 874 PB - Springer ER - TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Kuhn, Martina A1 - Abke, Jörg T1 - Can Pair Programming Address Multidimensional Issues in Higher Education? T2 - International Conference on Interactive Collaborative Learning (ICL) N2 - To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, a didactical method to teach and learn programming in non-major degree programs shall be found. Therefore, this paper covers strategies and the theoretical underpinning concerning these four challenges and gives solutions how to cope with them. Finally, Pair Programming is presented as a method that addresses the issues introduced here. KW - Extreme programming KW - Teamwork Y1 - 2017 UR - https://opus4.kobv.de/opus4-h-ab/frontdoor/index/index/docId/863 SP - 327 EP - 334 PB - Springer ER - TY - CHAP A1 - Rücker, Michael T. A1 - Pancratz, Nils A1 - Gold-Veerkamp, Carolin A1 - Pinkwart, Niels A1 - Brinda, Torsten ED - Diethelm, Ira T1 - Workshop zu Alltagsvorstellungen in der Informatik: Erhebungsmethodik und Implikationen für den Unterricht T2 - Informatische Bildung zum Verstehen und Gestalten der digitalen Welt N2 - Ein zentrales Konzept jeder konstruktivistisch geprägten Auffassung von Lernen ist, dass das Vorwissen, die Präkonzepte und ggf. Fehlvorstellungen der Lernenden einen direkten Einfluss auf den Lernprozess haben: sowohl negativ als auch positiv. Speziell für die Informatik gilt, dass Lernende heutzutage von Beginn an in einer Welt aufwachsen, die von informatischen Artefakten und Systemen nahezu vollständig durchdrungen ist. Sie beobachten sie, interagieren mit ihnen und formen so Vorstellungen über ihre Funktionsweisen und Eigenschaften. Sie bilden somit bereits im Alltag und vor dem Beginn jeglicher Schulbildung kohärente Konzeptionen über zentrale Gegenstände und Inhalte der Informatik. Im Rahmen dieses Workshops werden zunächst verschiedene methodische Ansätze und erste Ergebnisse zu Erhebungen solcher Lernervorstellungen vorgestellt. Anschließend sollen diese anhand von drei Leitfragen verglichen und diskutiert werden: Welche Stärken und Schwächen haben die jeweils verwendeten empirischen Methoden bei der Erhebung von Lernervorstellungen in der Informatik? Wie können sie sich ggf. sinnvoll ergänzen? Welche Implikationen haben die erhobenen Vorstellungen für die Unterrichtspraxis? KW - Forschungsmethode KW - Konstruktivismus Y1 - 2017 UR - https://dl.gi.de/bitstream/handle/20.500.12116/4340/paper.pdf?sequence=1&isAllowed=y SN - 978-3-88579-668-8 SP - 393 EP - 401 PB - Köllen Druck+Verlag GmbH CY - Bonn ER - TY - CHAP A1 - Gold-Veerkamp, Carolin T1 - Using Grounded Theory Methodology to Discover Undergraduates’ Preconceptions of Software Engineering KW - Software Engineering KW - Grounded theory Y1 - 2018 SP - 713 EP - 717 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Diethelm, Ira T1 - Research Approach to Analyse and Foster Discipline-Specific Language Competency in Software Engineering Education T2 - Global Engineering Education Conference (EDUCON) N2 - Language - spoken and written - is the medium for information and knowledge sharing; and it is almost always even a role of every subject in (higher) education. The language therefore plays an important part in teaching and learning. This is further underlined by the fact that "discipline-specific language" - which is "the uses of language in university discipline learning and teaching and in professional life in a particular discipline" - can be understood as a link between knowledge and generic/personal/interpersonal competencies; especially communication skills. In this paper a research proposal is outlined to enable an enhanced and conscious approach to the use of language and special terms in Software Engineering in higher education. This is done by a two-piece approach that considers terminology from a linguistic and a didactical point of view. All of this combined is intended to contribute toward the development of a terminology in Software Engineering and, in a wider context, to reach the top goal of this research agenda: To be able to obtain recommendations for action for teaching and learning methods to improve the quality and sustainability of teaching and learning in this discipline. KW - Lehre KW - Software Engineering KW - Terminologie Y1 - 2016 SN - 978-1-4673-8633-3 U6 - https://doi.org/10.1109/EDUCON.2016.7474619 SP - 652 EP - 659 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Kälberer, Nina A1 - Kuhn, Martina A1 - Abke, Jörg ED - Meiselwitz, Gabriele T1 - A Validated Educational Format in Software Engineering Targeting Students’ Collaboration Skills T2 - Social Computing and Social Media - 8th International Conference, SCSM 2016, Held as Part of HCI International 2016 N2 - In the context of the Bologna process the “shift from teaching to learning” is postulated to meet two central goals: To increase the students’ employability and to foster needed competencies. To be in a position to process methods and find solutions for highly complex, abstract, large, and multilayered problems, a Software Engineer has to have a lot of subject knowledge and technical competencies; but above all, he/she has to be able to work in – at least one – team. For the purpose of preparing the students with professional know-how and moreover with teamwork skills, the approach shown in this paper supplements an ex-cathedra teaching by a seminar and a project phase. This combination is dedicated to acquire theoretical knowledge in a collaborative and self-directed way. This is done in order to be able to deepen the learned matter, to share content through learning-by-teaching in groups and furthermore to apply the knowledge and skills in a simulated project, which constitutes a realistic situation and teamwork of an engineer as good as possible. KW - Software Engineering KW - Lehre Y1 - 2016 SN - 978-3-319-39910-2 U6 - https://doi.org/10.1007/978-3-319-39910-2_31 SP - 335 EP - 346 PB - Springer CY - Cham ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Diethelm, Ira T1 - What About Misconceptions in Software Engineering? T2 - Global Engineering Education Conference (EDUCON) N2 - In Software Engineering education didactical foundation is still at its beginnings. In recent years, this topic is put into stronger focus, as Software Engineering becomes more and more important in our everyday life. However, it is hard to teach and learn, because of diverse factors, e.g. the immateriality of the product. Therefore it is significant to improve the learning process on the one hand and to minimise obstacles to learning on the other hand. Other disciplines – with a long historical background in their ”Fachdidaktik” (e.g., biology or chemistry) – have already dealt with one sort of learning barriers; so-called misconceptions. The hurdle that misconceptions create can and will be explained by the constructivist learning theory. This paper covers a research approach to identify, analyse, filter and Cluster misconceptions in Software Engineering. KW - Software Engineering Y1 - 2017 SN - 978-1-5090-5466-4 SP - 704 EP - 708 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin T1 - A Software Engineer's Competencies: Undergraduate Preconceptions in Contrast to Teach-ing Intentions T2 - Proceedings of the 52nd Hawaii International Conference on System Sciences 2019 N2 - Unlike numerous scientific disciplines, the field of engineering has rarely been subject to investigations of undergraduate pre-/misconceptions except for STEM subjects within engineering degrees. When it comes to Software Engineering, some special issues have to be taken into account (e.g. novelty of the discipline and immateriality of the product) that make this discipline hard to teach and learn. Additionally, it requires a wide range of different technical competencies as well as soft skills. As a consequence, the goal is to improve learning by using undergraduates’ “right” conceptions as “points of departure” and reduce learning obstacles by facing misconceptions. This paper is giving some first insights into a quantitative study conducted with undergraduates – before and after instruction – as well as two professors using a questionnaire to rate Software Engineering competencies to elicit preconceptions. KW - Software Engineering Y1 - 2019 SN - 978-0-9981331-2-6 SP - 7789 EP - 7797 ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Klopp, Marco A1 - Abke, Jörg T1 - Pair Programming as a Didactical Approach in Higher Education and its Evaluation T2 - 2019 Global Engineering Education Conference (EDUCON) N2 - To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, Pair Programming seems to be a suitable didactical method to teach and learn programming. In this context, Pair Programming was used in programming lessons and its effectiveness was evaluated. This paper presents the results of the evaluations in order to derive whether Pair Programming is a suitable method to meet the mentioned challenges in a didactically meaningful way. KW - Softwareentwicklung KW - Teamwork Y1 - 2019 SP - 1090 EP - 1097 PB - IEEE ER - TY - CHAP A1 - Degener, Pascal A1 - Haak, Valentin A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg T1 - Towards the Vision of an LMS Integrated, Browser-Based Simulation to Program LEGO MindStorms EV3s in ANSI-C T2 - 2019 IEEE Global Engineering Education Conference (EDUCON) N2 - In the practical Computer Science lessons at our University of Applied Sciences the students (Bachelor of Engineering in Mechatronics as well as Electrical Engineering and Information Technology) learn the programming language ANSI-C during the curriculum. 2015 the LEGO MindStorms EV3 robots were integrated into this lessons. Looking at this teaching & learning arrangement, the evaluations showed, a higher level of undergraduates’ motivation, more fun, and more practical relevance, but also some challenges; for instance the problem that the robots are only available in the lab during opening hours. Therefore, a transformer was developed to run an existing EV3 simulation. The plan is now to use a plugin for integrating this option into the Integrated Development Environment Eclipse as an intermediate stage. In the long term, several developments shall be combined to build a browser-based development environment for programming EV3 robots as well as the self-developed EV3 simulation. Therefore, this paper covers the holistic concept of integration. KW - LEGO MindStorms KW - ANSI C Y1 - 2019 SP - 96 EP - 101 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Diethelm, Ira A1 - Abke, Jörg T1 - A Mixed Methods Research Agenda to Identify Undergraduate Misconceptions in Software Engineering, Lecturers' Handling, and Didactical Implications T2 - In Proceedings of the 2020 IEEE/ACM 42nd International Conference on Software Engineering (ICSE) KW - Hochschuldidaktik KW - Software Engineering Y1 - 2020 SN - ISBN 978-1-4503-7121-6 VL - 2020 SP - 256 EP - 257 ER - TY - CHAP A1 - Gold-Veerkamp, Carolin A1 - Saray, Nermin T1 - A Systematic Literature Review on Misconceptions in Software Engineering T2 - Proceedings of the The Fifteenth International Conference on Software Engineering Advances (ICSEA) KW - Softwareentwicklung Y1 - 2020 UR - https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjQ2KCbh7rvAhWW7aQKHfgpBOEQFjACegQIBBAD&url=http%3A%2F%2Fns2.thinkmind.org%2Farticles%2Ficsea_2020_1_10_10003.pdf&usg=AOvVaw1jFCohv5FyoeiAFU9gFOX0 SN - 978-1-61208-827-3 SP - 1 EP - 8 ER - TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Borgeest, Kai T1 - Teaching Generic Competences in Software Engineering via E-Learning – An Evaluation T2 - International Conference on Teaching, Assessment and Learning for Engineering (TALE) KW - E-Learning KW - Software Engineering Y1 - 2020 SP - 311 EP - 316 PB - IEEE ER - TY - CHAP A1 - Gold-Veerkamp, Carolin T1 - Validated Undergraduates’ Misconceptions about Software Engineering T2 - Global Engineering Education Conference (EDUCON) KW - Software Engineering Y1 - 2021 PB - IEEE ER - TY - CHAP A1 - Jahn, Sabrina A1 - Gold-Veerkamp, Carolin A1 - Reuter, Rebecca A1 - Mottok, Jürgen A1 - Abke, Jörg T1 - Secure Software Engineering in Academic Education: Students' Preconceptions of IT Security T2 - Proceedings of the 12th annual International Conference of Education, Research and Inno-vation (ICERI) 2019 N2 - Over the last years, IT Security has slowly found its way into teaching in higher education. It is becoming increasingly important to integrate knowledge about the development of secure systems (secure software engineering) into academic teaching. However, teaching security and secure software engineering to non-computer-scientists is rare. Therefore, we focus our research on the integration of IT Security into software engineering education of non-computer scientists, particularly electrical engineers, by means of inductive teaching- and learning-arrangements. As a prerequisite for inductive teaching, our paper deals with engineering and computer science students’ preconceptions of the topics IT Security and secure software engineering to identify learning contents and corresponding teaching methods to improve academic learning and teaching in both areas in the future. To identify those preconceptions, we conducted guided interviews with freshmen of engineering and computer science studies from different German Universities of Applied Sciences, containing questions about what they have heard about the topic of IT Security. The interviews were coded according to the coding process of the Grounded Theory Method of Corbin and Strauss [1], with focus on open and axial coding. The goal was to derive a first catalogue of students’ preconceptions according to IT Security and secure software engineering. We present the first version of the catalogue in the paper. KW - Software Engineering KW - Computersicherheit Y1 - 2019 SN - 978-84-09-14755-7 SP - 6825 EP - 6834 ER - TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Borgeest, Kai A1 - Reuter, Rebecca A1 - Jahn, Sabrina A1 - Mottok, Jürgen A1 - Sedelmaier, Yvonne A1 - Lehmann, Alexander A1 - Landes, Dieter T1 - Totally Different and yet so Alike – Three Concepts to Use Scrum in Higher Education T2 - ECSEE '20: European Conference on Software Engineering Education KW - Hochschuldidaktik KW - Software Engineering Y1 - 2020 SN - ISBN 78-1-4503-7752-2 VL - 2020 SP - 12 EP - 21 ER - TY - CHAP A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Gold-Veerkamp, Carolin A1 - Stark, Theresa A1 - Kis, Juliane A1 - Mottok, Jürgen A1 - Abke, Jörg A1 - Meyer, Dany T1 - Towards the Construction of a Questionnaire for the Identification of Learning Obstacles T2 - 2018 IEEE Global Engineering Education Conference (EDUCON) KW - Hochschuldidaktik KW - Fragebogen Y1 - 2018 SP - 463 EP - 472 PB - IEEE ER - TY - CHAP A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Gold-Veerkamp, Carolin A1 - Mottok, Jürgen A1 - Abke, Jörg T1 - Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education T2 - EDULEARN17 Proceedings KW - Hochschuldidaktik KW - Software Engineering Y1 - 2017 SN - 978-84-697-3777-4 SN - 2340-1117 SP - 10259 EP - 10267 ER -