Assessing the effectiveness of distributed pair programming for an online informatics curriculum

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.

Using Structured Pair Activities in a Distributed Online Breakout Room

“…This distinction is important, since colocation enables students to establish a connection in a face-to-face context and then use online tools to do DPP. This gap in the research has also been noted by Edwards et al (2010), who called for more comprehensive and intensive investigation into the power of pair programming when used within purely online courses.…”

Graining and filling understanding gaps for novice programmers

“…Assessing methods used in programming education is scoring student source codes and give students feedbacks of the wrong points in the source codes [1][2][3][4]. By these methods, a student may not be able to correct her wrong points since the errors may come from her understanding gaps.…”

Distributed Pair Programming: A Systematic Literature Review

“…Students also indicated that it would be more interesting to use DPP synchronously through specific tools that facilitate the communication between the pairs. The study conducted by Edwards et al [EDW10] aimed to evaluate DPP effectiveness in the curriculum of a Computer Science course. At the end of the course, students answered a survey about their performance.…”

“…As DPP is a derived from PP, most of the studies aimed to compare the efficiency between both practices such as observed in [BAH02], [CAN03], [CAN06] and [EDW10]. Some of the studies have a focus in comparing DPP with solo (individual) programming, as identified in [ZAC11] and [DUQ08].…”

“…Different levels of course could be also investigate. While Zacharis [ZAC11], Hanks [HAN05] and Edwards [EDW10] executed empirical studies in introductory programming courses, one might be interested in investigating the impact of DPP adoption in more advanced levels of software programming courses. Another opportunity is to investigate the relation between DPP and the retention of students in the courses.…”