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Students in an introductory computing class participated in a study investigating the impact of using a graphics programming environment (Alice) and pair-programming on confidence, enjoyment and achievement. Sixty-four participants completed a short questionnaire and a content pre-test about computer programming concepts. Students were then assigned to one of two groups: individual or paired. The pairs completed a tutorial on Alice and then completed a short assignment over a period of one week working as a team of two. The individuals completed the same tutorial and assignment but completed it alone. Lastly, all participants took the same questionnaire and content post-test. The results showed that all students experienced increased confidence in programming, that students in pairs enjoyed programming more than students who worked individually, and that all students performed significantly better on the content post-test. 213Ó 2006, Baywood Publishing Co., Inc.

In this investigation, the use of the Alice programming language in an introductory computing class was studied from both a quantitative and qualitative perspective. Students in an introductory computing class participated in a 2.5-week unit to learn programming through the graphical programming environment of Alice. Quantitatively, students were surveyed before and after their Alice experience. One hundred and fifty-four students completed a short questionnaire about their enjoyment and confidence with computer programming along with a content test about their understanding of computer programming concepts. After the students completed a short tutorial on Alice and completed two short programming exercises, they completed the same questionnaire and content test. Qualitatively, three focus groups were held and students were asked to comment on their experience. Students were also required to write an essay requiring them to reflect on their Alice experiences. Data from student reflective essays were coded and analyzed Both the t-tests of the pre-and post-test survey data and the analysis of student essays show that students show significant increases in enjoyment of programming, confidence in programming, and understanding of programming concepts. Focus group comments provide additional insight to these findings. 193 Ó 2007, Baywood Publishing Co., Inc. 194 / BISHOP-CLARK ET AL. ALICE PROGRAMMING / 195 Figure 1. Screenshot of Alice environment.

To understand how a norm of self-disclosure forms and is adhered to in a synchronous computer-mediated discussion, participants discussed the stigma of mental illness. The transcripts of the discussion were coded for the number of self-disclosures, the number of statements supportive of self-disclosure, and the number of statements supportive of non-self-disclosure. The results showed that the number of self-disclosing statements increased over time, although not in a linear fashion, as did the number of statements supportive of self-disclosure. However, the number of statements supportive of non-self-disclosures decreased over time. These results suggest that once a norm of self-disclosure forms, it is reinforced by statements supportive of self-disclosures but not of non-self-disclosures. The results are discussed in the context of self-disclosure reciprocity and the social identity model of deindividuation effects (SIDE).

Web-based distance learning is a relatively new approach in higher education which is gaining in popularity. Because a Web-based classroom is so different than a traditional face-to-face classroom, the variables that influence success or satisfaction with such a course may be different than those in a face-to-face course. We investigated whether student performance and satisfaction in an asynchronous, Web-based distance learning course differed based on personality factors (as measured by the Myers Briggs Type Indicator). Twenty-nine students taking an introductory psychology course participated in the study. Results indicate that personality preference has little relationship with student performance, but several dimensions of personality did influence satisfaction.