|Author||Cutts, Quintin ♦ Bouvier, Dennis ♦ Lee, Cynthia ♦ McCartney, Robert ♦ Simon, Beth ♦ Zingaro, Daniel ♦ Grissom, Scott ♦ Porter, Leo|
|Source||ACM Digital Library|
|Publisher||Association for Computing Machinery (ACM)|
|Abstract||Peer Instruction (PI) is a student-centric pedagogy in which students move from the role of passive listeners to active participants in the classroom. Over the past five years, there have been a number of research articles regarding the value of PI in computer science. The present work adds to this body of knowledge by examining outcomes from seven introductory programming instructors: three novices to PI and four with a range of PI experience. Through common measurements of student perceptions, we provide evidence that introductory computing instructors can successfully implement PI in their classrooms. We find encouraging minimum (74%) and average (92%) levels of success as measured through student valuation of PI for their learning. This work also documents and hypothesizes reasons for comparatively poor survey results in one course, highlighting the importance of the choice of grading policy (participation vs. correctness) for new PI adopters.|
|Description||Affiliation: Southern Illinois University (Bouvier, Dennis) || University of Glasgow (Cutts, Quintin) || University of Toronto, Mississauga (Zingaro, Daniel) || Stanford University (Lee, Cynthia) || Grand Valley State University (Grissom, Scott) || University of Connecticut (McCartney, Robert) || University of California (Porter, Leo; Simon, Beth)|
|Age Range||18 to 22 years ♦ above 22 year|
|Education Level||UG and PG|
|Learning Resource Type||Article|
|Publisher Place||New York|
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