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Author Ferati, Mexhid ♦ Stewart, Jennifer K. ♦ Edwards, Richard L.
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Language English
Subject Keyword Student success ♦ Distributed pair programming ♦ Collaboration ♦ Computer science education ♦ Retention
Abstract Studies have shown that distributed pair programming improves student performance and retention in online computer science (CS) courses. However, as online CS courses become more commonly offered in computer science and Informatics departments around the country, it is imperative that distributed pair programming becomes as effective as when performed in co-located spaces such as computer labs. The present study identifies a disparity in student attitudes towards pair programming in co-located versus online environments. This study identifies several qualitative measures that can impact the pedagogical advantages of pair programming when implemented into an existing online computer science curriculum. This on-going study focuses on the online Informatics curriculum at Indiana University Bloomington and Indiana University Purdue University Indianapolis. Begun in Spring 2009, the research focuses on student experiences and perceptions of pair programming, and utilizes both quantitative and qualitative assessment methods. In order to improve the effectiveness of distributed pair programming, it is crucial to properly assess teaching and learning practices that will improve student engagement and motivation in distributed pair programming exercises. Student experience surveys, using a modified Likert scale, demonstrate that student-centered perceptions of the ease and effectiveness of pair programming differs significantly between co-located and online activities. This paper identifies several key areas where there is a noticeable variance between co-located and online pair programming experiences, and argues that addressing and improving these key areas will be vital for the successful implementation and sustainability of distributed pair programming efforts.
Description Affiliation: Indiana University-Purdue University Indianapolis, Indiana (Edwards, Richard L.; Stewart, Jennifer K.; Ferati, Mexhid)
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 1
Issue Number 1
Page Count 7
Starting Page 48
Ending Page 54

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Source: ACM Digital Library