Uma avaliação empírica sobre a aprendizagem colaborativa em Coding Dojo Randori no contexto de desenvolvimento de software

• Ano de defesa: 2017
• Autor(a) principal: Estácio, Bernardo José da Silva
• Orientador(a): Prikladnicki, Rafael
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ciência da Computação
• Departamento: Faculdade de Informática
• País: Brasil
• Palavras-chave em Português: Engenharia de Software; Práticas de Codificação Colaborativa; Coding Dojo Randori; Programação em Par; Aprendizagem Colaborativa
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/7687

Software development has become increasingly an activity that requires a social and collaborative effort. In this context, there is not only a need to develop technical skills but also to know how to develop teamwork skills. Collaborative programming practices are important tools for collaborative learning and training among software developers. The Coding Randori Dojo (CRD) is a collaborative coding practice that has been increasingly adopted in the software industry, and its main purpose is to provide collaborative learning. The goal of this dissertation is to evaluate collaborative learning in CRD. The methodology is structured in three stages: Exploratory, Evaluation and, Consolidation. In the first stage, a characterization of collaborative coding practices was performed, as well as an execution of two feasibility studies. In the second stage, we conducted observational studies and case studies, where collaborative learning has been evaluated with more emphasis. The last stage consolidated the results by the conception of a set of guidelines. The research methodology of this dissertation leads to an extensive evaluation of CRD, and the identification of approaches that can be used to evaluate collaborative learning during the practice. The findings present benefits perceived by the participants regarding CRD, as well an understanding of collaboration levels that can contribute to the collaborative learning.