Code Together, Apart: Teaching Asynchronous Team Development Workflows with GitHub
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| Title: | Code Together, Apart: Teaching Asynchronous Team Development Workflows with GitHub |
|---|---|
| Language: | English |
| Authors: | Kareem Dana, Abraham Abby Sen, Jeen Mariam Joy |
| Source: | Information Systems Education Journal. 2026 24(2):59-74. |
| Availability: | Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Science Education, Computer Software, Information Systems, Asynchronous Communication, Group Activities, Cooperation, Instructional Effectiveness, Online Courses, College Instruction, College Students |
| ISSN: | 1545-679X |
| Abstract: | Software development workflows in the information systems industry change quickly and are often different than what students experience in the classroom. This gap leaves many students underprepared for the engineering, analysis, or management jobs they seek. Asynchronous collaboration and tools like GitHub are increasingly prevalent in development teams. Traditional group projects, while beneficial, present persistent challenges, especially in online courses. This teaching case offers a practical assignment that bridges the classroom-industry gap and improves group work experience. Drawing on established pedagogical foundations, the assignment emphasizes cooperation--where students work independently toward a shared outcome--over collaboration, introduces students to real-world developer workflows with GitHub, and uses a narrative story to improve engagement. Students complete individual yet interdependent tasks within an existing codebase through GitHub. We share evidence showing that our assignment increased student confidence, self-efficacy, and satisfaction, particularly compared to traditional group projects. We conclude with several practical recommendations instructors can use to reduce group work frustration and build job-ready skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506366 |
| Database: | ERIC |
| Abstract: | Software development workflows in the information systems industry change quickly and are often different than what students experience in the classroom. This gap leaves many students underprepared for the engineering, analysis, or management jobs they seek. Asynchronous collaboration and tools like GitHub are increasingly prevalent in development teams. Traditional group projects, while beneficial, present persistent challenges, especially in online courses. This teaching case offers a practical assignment that bridges the classroom-industry gap and improves group work experience. Drawing on established pedagogical foundations, the assignment emphasizes cooperation--where students work independently toward a shared outcome--over collaboration, introduces students to real-world developer workflows with GitHub, and uses a narrative story to improve engagement. Students complete individual yet interdependent tasks within an existing codebase through GitHub. We share evidence showing that our assignment increased student confidence, self-efficacy, and satisfaction, particularly compared to traditional group projects. We conclude with several practical recommendations instructors can use to reduce group work frustration and build job-ready skills. |
|---|---|
| ISSN: | 1545-679X |
