TY - GEN
T1 - Differences in the learning principles dominating student-student vs. Student-instructor interactions while working on programming tasks
AU - Gaspar, Alessio
AU - Torsella, Joni
AU - Honken, Nora
AU - Sohoni, Sohum
AU - Arnold, Colin
PY - 2016/2/17
Y1 - 2016/2/17
N2 - Peer learning principles have been successfully applied to novice programmers. Pedagogies such as Pair Programming, Peer Testing, Peer review of code or tests, or, more generally Peer Instruction, have repeatedly demonstrated their effectiveness in improving both individual performance and retention rates. This paper proposes to supplement the existing literature by investigating how students interact with one another during collaborative programming tasks. More specifically, we are interested in comparing the learning principles used during student-student interactions with those used during studentinstructor or student-teaching assistant dialogs. Students in online and face to face courses, who worked collaboratively on programming assignments, were surveyed to gain an understanding of the frequency with which they engaged in specific activities. These that are representative of the learning principles that have been supported by research to promote learning. Results suggest that some learning principles, may be absent from student-student interactions. We discuss how the success of collaborative programming pedagogies put into question the role of these principles and whether they may contribute to further improve peer-based approaches.
AB - Peer learning principles have been successfully applied to novice programmers. Pedagogies such as Pair Programming, Peer Testing, Peer review of code or tests, or, more generally Peer Instruction, have repeatedly demonstrated their effectiveness in improving both individual performance and retention rates. This paper proposes to supplement the existing literature by investigating how students interact with one another during collaborative programming tasks. More specifically, we are interested in comparing the learning principles used during student-student interactions with those used during studentinstructor or student-teaching assistant dialogs. Students in online and face to face courses, who worked collaboratively on programming assignments, were surveyed to gain an understanding of the frequency with which they engaged in specific activities. These that are representative of the learning principles that have been supported by research to promote learning. Results suggest that some learning principles, may be absent from student-student interactions. We discuss how the success of collaborative programming pedagogies put into question the role of these principles and whether they may contribute to further improve peer-based approaches.
KW - Learning Principles
KW - Novice Programmers
KW - Peer Learning
UR - http://www.scopus.com/inward/record.url?scp=84968677704&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84968677704&partnerID=8YFLogxK
U2 - 10.1145/2839509.2844627
DO - 10.1145/2839509.2844627
M3 - Conference contribution
AN - SCOPUS:84968677704
T3 - SIGCSE 2016 - Proceedings of the 47th ACM Technical Symposium on Computing Science Education
SP - 255
EP - 260
BT - SIGCSE 2016 - Proceedings of the 47th ACM Technical Symposium on Computing Science Education
PB - Association for Computing Machinery, Inc
T2 - 47th ACM Technical Symposium on Computing Science Education, SIGCSE 2016
Y2 - 2 March 2016 through 5 March 2016
ER -