COLLECE-2.0: A real-time collaborative programming system on Eclipse

Lacave, Carmen; García, María Angeles Segura; Molina, Ana I.; Sánchez, Santiago Pozo; Redondo, Miguel Á.; Ortega, Manuel

doi:10.1109/siie48397.2019.8970132

Cited by 5 publications

(2 citation statements)

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“…In our research group (CHICO) [23] the support of group programming has been, for years, a topic of interest [24,25]. Among the latest developments, the COLLECE 2.0 system [26] stands out. This is a synchronous collaborative programming environment that incorporates many of the features that have been most appreciated by the students in this study (it is a plug-in integrated in Eclipse, which incorporates awareness mechanisms, version control, lock of code regions, etc.).…”

Section: Discussionmentioning

confidence: 99%

The Impact of COVID-19 in Collaborative Programming. Understanding the Needs of Undergraduate Computer Science Students

Lacave

Molina

2021

Electronics

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Collaborative learning activities have become a common practice in current university studies due to the implantation of the EHEA. However, the COVID-19 pandemic has led to a radical and abrupt change in the teaching–learning model used in most universities, and in the way students’ group work is carried out. Given this new situation, our interest is focused on discovering how computer science students have approached group programming tasks. For this purpose, we have designed a cross-sectional pilot study to explore, from both social and technological points of view, how students carried out their group programming activities during the shutdown of universities, how they are doing them now, when social distance must be maintained, and what they have missed in both situations. The results of the study indicate that during the imposed confinement, the students adopted a programming model based on work division or distributed peer programming, and very few made use of synchronous distributed collaboration tools. After the lockdown, the students mostly opted for a model based on collaborative programming and there was an increased use of synchronous distributed collaboration tools. The specific communication, synchronization, and coordination functionalities they considered most useful or necessary were also analyzed. Among the desirable features included in a software for synchronous distributed programming, the students considered that having an audio-channel can be very useful and, possibly, the most agile method to communicate. The video signal is not considered as very necessary, being in many cases rather a source of distraction, while textual communication through a chat, to which they are very accustomed, is also well valued. In addition, version control and the possibility of recovering previous states of the practical projects were highly appreciated by the students, and they considered it necessary to record the individual contributions of each member of the team to the result.

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Section: Discussionmentioning

confidence: 99%

The Impact of COVID-19 in Collaborative Programming. Understanding the Needs of Undergraduate Computer Science Students

Lacave

Molina

2021

Electronics

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“…The scientific literature reports few experiences in the use of analogies for teachinglearning in a CS1, one of which is Collece 2.0, a programming learning environment that has been extended with mixed reality techniques and uses the analogy of roads and traffic signs for the study of recursion concepts [4][5][6]. In turn, Sukamto and Megasari [7] developed a model that converts source code into analogy images using state machines for teaching programming.…”

Section: Introductionmentioning

confidence: 99%

Discovery Model Based on Analogies for Teaching Computer Programming

2021

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Teaching the fundamentals of computer programming in a first course (CS1) is a complex activity for the professor and is also a challenge for them. Nowadays, there are several teaching strategies for dealing with a CS1 at the university, one of which is the use of analogies to support the abstraction process that a student needs to carry for the appropriation of fundamental concepts. This article presents the results of applying a discovery model that allowed for the extraction of patterns, linguistic analysis, textual analytics, and linked data when using analogies for teaching the fundamental concepts of programming by professors in a CS1 in university programs that train software developers. For that reason, a discovery model based on machine learning and text mining was proposed using natural language processing techniques for semantic vector space modeling, distributional semantics, and the generation of synthetic data. The discovery process was carried out using nine supervised learning methods, three unsupervised learning methods, and one semi-supervised learning method involving linguistic analysis techniques, text analytics, and linked data. The main findings showed that professors include keywords, which are part of the technical computer terminology, in the form of verbs in the statement of the analogy and combine them in quantitative contexts with neutral or positive phrases, where numerical examples, cooking recipes, and games were the most used categories. Finally, a structure is proposed for the construction of analogies to teach programming concepts and this was validated by the professors and students.

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