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@inproceedings{39149,
   author = {Motschnig, Renate and Silber, Michael and Švábenský, Valdemar},
   address = {New York, NY, USA},
   booktitle = {2020 IEEE Frontiers in Education Conference (FIE)},
   doi = {http://dx.doi.org/10.1109/FIE44824.2020.9273962},
   keywords = {student-centered learning; longitudinal study; mixed methods; qualitative content analysis; communication; professional skills},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {New York, NY, USA},
   isbn = {978-1-7281-8961-1},
   pages = {1-9},
   publisher = {IEEE},
   title = {How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?},
   url = {https://ieeexplore.ieee.org/document/9273962},
   year = {2020}
}

TY  - JOUR
ID  - 39149
AU  - Motschnig, Renate - Silber, Michael - Švábenský, Valdemar
PY  - 2020
TI  - How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?
PB  - IEEE
CY  - New York, NY, USA
SN  - 9781728189611
KW  - student-centered learning
KW  - longitudinal study
KW  - mixed methods
KW  - qualitative content analysis
KW  - communication
KW  - professional skills
UR  - https://ieeexplore.ieee.org/document/9273962
N2  - This Full Paper in the Research-To-Practice Category presents a long-term study about the effects of a student-centered course on communication and professional skills on students’ thoughts, attitudes, and behavior. The course is offered at a European university as part of a computer science master's program. This paper shares the design and challenges of a longitudinal study that reaches ten years behind and employs a mixed-methods approach. Besides presenting and interpreting the findings, we shed light on which features tend to stay on students’ minds and impact their way of being and acting in society. Moreover, we suggest implications for the design and practice in comparable courses to maximize constructive, sustainable effects, such as improved active listening, presentation skills, and openness to other perspectives. These are essential (not only) for computer science professionals. Our findings suggest that the course provided significant learning for the vast majority of respondents, including aspects such as presenting while keeping the other side in mind, managing one’s stress, and becoming less shy to speak up. All in all, we aim to contribute an evidence-based source of motivation for instructors in technically focused curricula who hold a student-centered stance.
ER  - 

MOTSCHNIG, Renate, Michael SILBER a Valdemar ŠVÁBENSKÝ. How Does a Student-Centered Course on Communication and Professional Skills Impact Students in the Long Run?. Online. In \textit{2020 IEEE Frontiers in Education Conference (FIE)}. New York, NY, USA: IEEE, 2020, s.~1-9. ISBN~978-1-7281-8961-1. Dostupné z: https://dx.doi.org/10.1109/FIE44824.2020.9273962.