Abstract:

This article describes the research results and students' experiences from the International Software Development project study module, common to two computer science schools from two countries (FIN/CH) universities of applied sciences (UAS). This study module was implemented as a hybrid model based on virtual teams in the spring of 2022.

Paradoxically, the distance learning requirement caused by the COVID-19 crisis has accelerated the development of new skills for lecturers and students and created an opportunity for further practical cooperation. Higher education institutions are also striving more and more for active collaboration with professional partners in real projects. In this experimental module, the students worked with an external Swiss company, which provided a concrete problem for the students to resolve. Mixed teams were imposed, and at the beginning of the module, students did not know each other and were all non-English native speakers. Students, lecturers, and representatives of the business world have several different roles in working life projects.

The International Software Development project study module started remotely in February, and fifteen students from HES-SO (CH) and eight (nine at the beginning) from Haaga-Helia (FIN) participated. The students were divided into six groups, each with its customer partner. During the study period, the students used the SCRUM methodology. The essential competence goals were to learn subjects related to software development, deepen their skills, and acquire teamwork and project management skills.

The students mostly worked remotely, but halfway through the study module, after five weeks, Finnish students travelled to Switzerland, where the students met each other face-to-face for the first time. The student groups got to know each other and worked together in the same space for one week. To understand the impact of this real-life encounter on the development of students' skills and group dynamics, we sent students a questionnaire before and after the encounter.

Using the SCRUM method, it is possible to follow the group's learning path throughout the experience. Throughout the module, students were exposed to multiculturalism and international teams allowing them to not only develop their business and computer skills, but also their language skills and they were constantly communicating in a foreign language.

In both higher education institutions, a dedicated team was introduced to ensure the smooth functioning of the study module. Thus, regular exchanges took place between the lecturers, the pedagogical teams, the management, and the partner companies. Each stakeholder scaffolded the students in this new type of learning, analysing the project from each partners perspective

In the future, companies will no longer operate traditionally but rather the different tasks will be divided and distributed in development teams worldwide. Employees will be working in diverse teams created around the project and disbanded upon completion of the project. Language, communication and collaboration skills and multicultural understanding are therefore paramount to the employees of tomorrow. In this article, we show to what extent a change in pedagogical paradigm can directly influence students' learning in both their soft and hard skills.

Keywords:

International project, skills development, hybrid learning.