Personal coaching of students in real-life programming theses

In the area of computing and engineering, supervision of final theses is a complex and challenging endeavor. Within this study, we present results of students taking part in real-life programming projects as part of their final master theses. We show that being a coach of real-life project solvers, rather than being a supervisor, is an approach that can provide graduates with a meaningful learning conditions, improving both their domain skills as well as their academic performance. We performed coaching as a real-life long-term educational experience within projects focused on helping visually-impaired people. We analyzed students' perceptions, aiming at improving the overall supervision process. We also identified factors influencing current supervision efficiency with the aim of improving the process by suggesting further attitudes and ideas.