Agency indicators in Agile educational experiences: a scoping review

Abstract

Agile was initially created for software project management. Its use, however, has extended to fields such as education since it encourages active student learning (Krehbiel et al., 2017). Thus, Agile can facilitate student agency by intervening in learning responsibility. This scoping review under PRISMA, PRISMA-ScR and PRISMA-S protocols aims to identify whether Agile teaching strategies contribute to student agency in higher education, and whether these strategies are deployed with support from technology resources. The findings from 116 selected documents indicate a growing interest in these strategies. Scrum is the most widely used Agile framework, mainly in Computer Science. Additionally, we have identified several technology resources for communication, collaboration and management in Agile projects. With regard to agency, concurrent factors such as self-regulated learning, ownership of learning, autonomy or collaboration are noted (Marín et al., 2020). Future work would involve a qualitative analysis to develop a model with Agile-based instructional design principles to support agency.