Jussi Kasurinen

Work place: South-Eastern Finland University of Applied Sciences, Kotka, 48220, Finland

E-mail: firstname.lastname@xamk.fi


Research Interests: Computational Science and Engineering, Software Creation and Management, Software Engineering, Software Notations and Tools


Dr. Jussi Kasurinen (born Savonlinna, Finland) is a doctor of science in technology, specializing in software engineering, software testing and games as software. Dr. Kasurinen received his doctoral degree in 2011 from Lappeenranta University of Technology (LUT, Lappeenranta, Finland), in area of software engineering. Dr. Kasurinen also has a Master’s degree (2007) from Lappeenranta University of Technology from information technology.
Currently he is a researcher manager with the South-Eastern Finland University of Applied Sciences (XAMK). His current research work focuses on games as software, digitalization, software processes and digital economy. In his previous work, Dr. Kasurinen has been working software testing, test processes, software quality and computer science education. Dr. Kasurinen has been doing research cooperation with over forty different software developing companies in Finland and Northern Europe, and has also published books on different topics such as testing and quality assurance, and esoteric programming languages in Finnish.
Dr. Kasurinen is a current member of the Finnish Software Measurement Association (FiSMA) general board, and the chairman of the FiSMA Research Forum special interest group.

Author Articles
Experiences from Video Lectures in Software Engineering Education

By Antti Herala Antti Knutas Erno Vanhala Jussi Kasurinen

DOI: https://doi.org/10.5815/ijmecs.2017.05.03, Pub. Date: 8 May 2017

Millennials have learned to seek information from the Internet whenever they need to know something and want to learn things. In this study, we present observations from several university courses with freely available online resources for the modern students. Ten different courses with video lectures were observed, often with positive outcomes and improved results compared to the previous course arrangements. Additionally, unlike in some previous literature, we observed that some issues such as the video length did not have a meaningful impact on the learning outcomes. Overall, the results indicate that videos offer excellent benefit-effort-ratio, and are an efficient way to reach the target audience: the students.

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