Diversity in Subject Content Transfer Styles Improves Software Engineers' Analysis Skills

The learning profile of each student must be taken into account to offer the learning resources that best suits him/her and thus can benefit him/her more. In software engineering field, the learning process can be improved if lecturers use multiple content transfer styles to teach the same concept. The authors provide a case study to demonstrate that diversity in content transfer styles oriented to teaching software analysis techniques allows lecturers to improve students’ analysis capabilities. To validate the hypothesis, a case study was developed using a control group which learned software analysis techniques using the traditional method based on slides; for the second group the lecturers provided different subject content transfer styles in order to observe the improvement in the learning process when students have a choice of content transfer styles. Statistic techniques were used to validate the results. Due to the results obtained and analyzed, the authors can affirm that diversity in subject content transfer styles improves software engineers’ analysis skills, reflected in the quality improvement of software products developed.

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