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Author Cutts, Quintin ♦ Bouvier, Dennis ♦ Lee, Cynthia ♦ McCartney, Robert ♦ Simon, Beth ♦ Zingaro, Daniel ♦ Grissom, Scott ♦ Porter, Leo
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Language English
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
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2013-12-01
Publisher Place New York
Journal Inroads
Volume Number 7
Issue Number 2
Page Count 6
Starting Page 76
Ending Page 81

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Source: ACM Digital Library