Distributed Pair Programming Using Collaboration Scripts: An Educational System and Initial Results

Tsompanoudi, Despina; Satratzemi, Maya; Xinogalos, Stelios

doi:10.15388/infedu.2015.17

Cited by 14 publications

(19 citation statements)

References 35 publications

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“…In order to solve the assignments students had to utilize a DPP system (SCEPPSys) which provides all means for remote collaboration and some logging capabilities [23]. SCEPPSys runs as an Eclipse plugin installed by students and a web-based administration environment used by instructors for monitoring and preparing programming assignments.…”

Section: Context Of the Studymentioning

confidence: 99%

An Empirical Study on Factors related to Distributed Pair Programming

et al. 2019

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This paper reports students’ perceptions and experiences attending an object-oriented programming course in which they developed software using the Distributed Pair Programming (DPP) technique. Pair programming (PP) is typically performed on one computer, involving two programmers working collaboratively on the same code or algorithm. DPP on the other hand is performed remotely allowing programmers to collaborate from separate locations. PP started in the software industry as a powerful way to train programmers and to improve software quality. Research has shown that PP (and DPP) is also a successful approach to teach programming in academic programming courses. The main focus of PP and DPP research was PP’s effectiveness with respect to student performance and code quality, the investigation of best team formation strategies and studies of students’ attitudes. There are still limited studies concerning relationships between performance, attitudes and other critical factors. We have selected some of the most common factors which can be found in the literature: academic performance, programming experience, student confidence, feelgood factor, partner compatibility and implementation time. The main goal of this study was to investigate correlations between these attributes, while DPP was used as the main programming technique.

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Section: Context Of the Studymentioning

confidence: 99%

An Empirical Study on Factors related to Distributed Pair Programming

et al. 2019

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“…Assessing students individually by means of a test can determine if each member has achieved the required outcomes. Mechanisms should be put in place which will motivate both members of the pair to be actively involved and to ensure that no one member is going to have an easy ride on the other one' s back, or to completely withdraw from or dominate the situation (Tsompanoudi, Satratzemi and Xinogalos 2015). It can be done by giving feedback of individual assessment back to the pair to reflect on what they have achieved.…”

Section: Individual Accountability In Pair Programmingmentioning

confidence: 99%

Cooperative learning in IT and CAT classes

Mentz¹,

Goosen²

2022

Empowering IT and CAT Teachers: Second Edition

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EmpowEring iT and CaT TEaChErs the benefit of all the members of the group. Five basic elements need to be present for any group to be a cooperative learning group, namely positive interdependence, individual accountability, promotive face to face interaction, interpersonal and small-group skills, and group processing (Johnson, Johnson and Holubec 2007;Johnson and Johnson 2019). Whereas researchers agree that cooperative learning can be identified through the presence of the five basic elements, researchers are not in agreement on the distinct elements of a collaborative learning environment, except for the fact that individuals do not work alone. It could be stated that all cooperative learning is also collaborative, but all collaborative learning is not necessarily cooperative. Millis and Cottell (1998) view cooperative learning as a more structured strategy than collaborative learning. Thus, group work can be cooperative or collaborative. Cooperative learning groups is only one of the many types of groups that can be used in the classroom. Johnson, Johnson and Holubec (2007) distinguish between pseudo-learning groups, traditional classroom learning groups, cooperative learning groups, and high-performance cooperative learning groups. Not all types of groups facilitate learning and increase the quality of learning in the classroom equally. According to Johnson, Johnson and Holubec (2007), only in cooperative learning groups the academic achievement of the individual members of the group are higher than if they would have worked alone. The difference lies in the application of the five elements of cooperative learning.

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“…We developed an educational DPP system, calling it SCEPPSys [11], which supports the basic requirements of remote collaboration. Pair programmers can edit the source code in real time using a shared editor which supports the driver's and the navigator's roles.…”

Section: Course Outlinementioning

confidence: 99%

“…In order to draw safer conclusions on distributed pair programming, we developed an educational DPP system, called SCEPPSys ("Scripted Collaboration in an Educational Pair Programming System"). SCEPPSys [11] is an Eclipse plugin that has some unique features in comparison to other plugins such as Sangam, RIPPLE, XPairtise, and Saros. Specifically, SCEPPSys saves and analyzes students' interactions, helps educators in organizing and monitoring DPP classes, and supports the creation of programming assignments that are comprised of small and manageable tasks associated with specific didactical goals (OOP concepts).…”

Section: Introductionmentioning

confidence: 99%

Examining Student Performance and Attitudes on Distributed Pair Programming

Satratzemi

Xinogalos

Tsompanoudi

et al. 2018

Scientific Programming

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Pair programming (PP) has become popular in the research and software industry as well as being studied for a number of years in computer science courses with positive findings on student performance and attitudes. Advantages of PP reported in the literature are satisfaction, design quality, code productivity, team building, and communication. More recently, distributed pair programming (DPP), which enables two programmers to work remotely, has also attracted the interest of researchers and instructors. The difference between DPP and PP is that the former allows geographically distributed teams to collaborate and share program code. Such collaboration is, thus, only feasible if an underlying infrastructure supports all necessary interactions. The integrated development environments (IDEs) for DPP should cover the basic requirements for remote software development as well as address common PP problems, such as unequal contributions from each member of a pair, feedback during DPP sessions, and communication problems. This paper presents the findings of a study on student performance and attitudes towards DPP in an object-oriented programming (OOP) course. The factors examined were student performance, in terms of assignment grade, exam grade and implementation time in relation to students’ programming experience, and confidence, as well as student attitudes towards DPP, i.e., the feelgood factor, working alone or with a partner, and the perception of their partner’s technical competence. The results suggest that a students’ performance is associated with their programming experience and confidence in programming but not with how comfortable they feel during DPP sessions. Students evaluate the DPP sessions positively regardless of their confidence on programming or their perception of their partners’ technical competence. Students who consider themselves to have about the same programming competence as their partners tend to be more satisfied with DPP sessions. Overall, students prefer working with a partner regardless of their confidence on programming.

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Distributed Pair Programming Using Collaboration Scripts: An Educational System and Initial Results

Cited by 14 publications

References 35 publications

An Empirical Study on Factors related to Distributed Pair Programming

An Empirical Study on Factors related to Distributed Pair Programming

Cooperative learning in IT and CAT classes

Examining Student Performance and Attitudes on Distributed Pair Programming

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