Introducing rapid web application development with Oracle APEX to students of higher education
Abstract
The rapid development of information and communication technologies (ICT), and enforcement of digital transformation have caused the need to develop and deliver software in even shorter time than previously, and has become crucial to businesses. Yet, this new need has caused a challenge of finding expert IT workforce able to deliver software applications due expected time. Moreover, in a rapidly changing business world, the traditional software development can no longer keep pace and provide solutions to businesses fast enough. Low-code development and inclusion of so-called citizen developers are seen as a solution for the problem. This paper explores the introduction of rapid application development courses on Oracle APEX technology to students of a European technological university. The paper discusses the implementation of the course and its design, and looks how the developed basic-level course was received by students. It is shown that the courses have been well-received by students, who based on provided feedback are satisfied with the online set up for self-regulated learning of rapid application development skills.
Keyword : rapid application development, low-code, Oracle APEX, higher education, web applications, databases
How to Cite
Robal, T., Reinsalu, U., Jürimägi, L., & Heinsar, R. (2024). Introducing rapid web application development with Oracle APEX to students of higher education. New Trends in Computer Sciences, 2(1), 69–80. https://doi.org/10.3846/ntcs.2024.21227
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Zhao, Y., Robal, T., Lofi, C., & Hauff, C. (2018). Stationary vs. non-stationary mobile learning in MOOCs. In Adjunct Publication of the 26th Conference on User Modeling, Adaptation and Personalization (UMAP’18) (pp. 299–303). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/3213586.3225241
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Eriksson, T., Adawi, T., & Stöhr, C. (2017). “Time is the bottleneck”: a qualitative study exploring why learners drop out of moocs. Journal of Computing in Higher Education, 29(1), 133–146. https://doi.org/10.1007/s12528-016-9127-8
Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Journal of Educational Technology & Society, 15(1), 38–52.
Jossberger, H., Brand-Gruwel, S., van de Wiel, M. W. J., & Boshuizen, H. P. A. (2020). Exploring students’ self-regulated learning in vocational education and training. Vocations and Learning, 13(1), 131–158. https://doi.org/10.1007/s12186-019-09232-1
Juhás, G., Juhásová, A., & Petrovič, L. (2023). Low-code languages in IT education: Integrating theory and practice. In 2023 21st International Conference on Emerging eLearning Technologies and Applications (ICETA) (pp. 249–257). Stary Smokovec, Slovakia. https://doi.org/10.1109/ICETA61311.2023.10343807
Khorram, F., Mottu, J. M., & Sunyé, G. (2020). Challenges & opportunities in low-code testing. In Proceedings of the 23rd ACM/IEEE International Conference on Model Driven Engineering Languages and Systems: Companion Proceedings. MODELS ’20, ACM. New York, NY, USA. https://doi.org/10.1145/3417990.3420204
Kvet, M. (2024). Rapid application development and data management using Oracle APEX and SQL. In 2024 IEEE 22nd World Symposium on Applied Machine Intelligence and Informatics (SAMI) (pp. 000297–000302). Stará Lesná, Slovakia. https://doi.org/10.1109/SAMI60510.2024.10432914
Käss, S., Strahringer, S., & Westner, M. (2023). Practitioners’ perceptions on the adoption of low code development platforms. IEEE Access, 11, 29009–29034. https://doi.org/10.1109/ACCESS.2023.3258539
Mergel, I., Edelmann, N., & Haug, N. (2019). Defining digital transformation: Results from expert interviews. Government Information Quarterly, 36(4), Article 101385. https://doi.org/10.1016/j.giq.2019.06.002
Metrôlho, J., Ribeiro, F., Graça, P., Mourato, A., Figueiredo, D., & Vilarinho, H. (2022). Aligning software engineering teaching strategies and practices with industrial needs. Computation, 10(8), Article 129. https://doi.org/10.3390/computation10080129
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/S15326985EP3602_4
Pastierik, I., & Kvet, M. (2023). Oracle application express as a tool for teaching web software development. In 2023 Communication and Information Technologies (KIT) (pp. 1–7). IEEE. https://doi.org/10.1109/KIT59097.2023.10297067
Robal, T. (2018). Fair and individualized project teamwork evaluation for an engineering course. In 28th EAEEIE Annual Conference (EAEEIE) (pp. 1–9). IEEE. https://doi.org/10.1109/EAEEIE.2018.8534256
Robal, T., Zhao, Y., Lofi, C., & Hauff, C. (2018). Intellieye: Enhancing mooc learners’ video watching experience through real-time attention tracking. In Proceedings of the 29th on Hypertext and Social Media (HT’18) (pp. 106–114). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/3209542.3209547
Ruberg, P., Ellervee, P., Tammemäe, K., Reinsalu, U., Rähni, A., & Robal, T. (2022). Surviving the unforeseen – teaching it and engineering students during COVID-19 outbreak. In 2022 IEEE Frontiers in Education Conference (FIE) (pp. 1–9). IEEE. https://doi.org/10.1109/FIE56618.2022.9962383
Russell, J. M., Baik, C., Ryan, A. T., & Molloy, E. (2022). Fostering self-regulated learning in higher education: Making self-regulation visible. Active Learning in Higher Education, 23(2), 97–113. https://doi.org/10.1177/1469787420982378
Sahay, A., Indamutsa, A., Di Ruscio, D., & Pierantonio, A. (2020). Supporting the understanding and comparison of low-code development platforms. In 46th Euromicro Conference on Software Engineering and Advanced Applications (SEAA) (pp. 171–178). IEEE. https://doi.org/10.1109/SEAA51224.2020.00036
Sanchis, R., Garcia-Perales, O., Fraile, F., & Poler, R. (2020). Low-code as enabler of digital transformation in manufacturing industry. Applied Sciences, 10(1), Article 12. https://doi.org/10.3390/app10010012
Taranto, D., & Buchanan, M. T. (2020). Sustaining lifelong learning: A self-regulated learning (SRL) approach. Discourse and Communication for Sustainable Education, 11(1), 5–15. https://doi.org/10.2478/dcse-2020-0002
Vial, G. (2019). Understanding digital transformation: A review and a research agenda. The Journal of Strategic Information Systems, 28(2), 118–144. https://doi.org/10.1016/j.jsis.2019.01.003
Waszkowski, R. (2019). Low-code platform for automating business processes in manufacturing. In IFAC Workshop on Intelligent Manufacturing Systems IMS 2019 (pp. 376–381). https://doi.org/10.1016/j.ifacol.2019.10.060
Yoo, Y., Henfridsson, O., & Lyytinen, K. (2010). The new organizing logic of digital innovation: An agenda for information systems research. Information Systems Research, 21(4), 724–735. https://doi.org/10.1287/isre.1100.0322
Zhao, Y., Robal, T., Lofi, C., & Hauff, C. (2018). Stationary vs. non-stationary mobile learning in MOOCs. In Adjunct Publication of the 26th Conference on User Modeling, Adaptation and Personalization (UMAP’18) (pp. 299–303). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/3213586.3225241
Zheng, L., & Li, X. (2016). The effects of motivation, academic emotions, and self-regulated learning strategies on academic achievements in technology enhanced learning environment. In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) (pp. 376–380). https://doi.org/10.1109/ICALT.2016.128
Zimmerman, B. J. (2000). Chapter 2 – Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7