In Support of Pair Programming in the Introductory Computer Science Course

Williams, Laurie; Wiebe, Eric N.; Yang, Kai; Ferzli, Miriam; Miller, Carol

doi:10.1076/csed.12.3.197.8618

Cited by 199 publications

(112 citation statements)

References 17 publications

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“…In educational context, the emphasis in pair programming is on interaction between the two members of the pair, with the outcome of improved learning (McDowell, Hanks, & Werner, 2003). The extent of the enhancement of learning brought about by the implementation of pair programming in the teaching and learning of programming skills, is reflected in aspects such as better quality of independent tasks (McDowell, Werner, Bullock, & Fernald, 2006;Mendes, Al-Fakhri & Luxton-Reilly, 2005;Williams, Wiebe, Yang, Ferzli, & Miller, 2002), higher examination marks and pass percentages (Mendes et al, 2005;Williams et al, 2002), higher course pass rates (McDowell et al, 2006;Williams et al, 2002) and an increase in learners' confidence in their work (McDowell et al, 2006;Mendes et al, 2005).…”

Section: Pair Programmingmentioning

confidence: 99%

A Metacognitive Approach to Pair Programming: Influence on Metacognitive Awareness

Breed

Mentz²,

Westhuizen³

2014

EJREP

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ResumenIntroducción. La investigación se centró en la metacognición en un entorno de aprendizaje colaborativo. Basado en un estudio exhaustivo de la bibliografía, los investigadores diseñaron una estrategia de enseñanza-aprendizaje metacognitivo para parejas de programadores. Nuestro objetivo fue investigar la influencia de esta estrategia de enseñanza -aprendizaje metacognitivo durante la programación en parejas en un contexto educativo, en la conciencia metacognitiva.Método. Se utilizó un diseño de investigación mixto, incluyendo dos cuestionarios y entrevistas individuales. Los participantes fueron 67 estudiantes de onceavo grado que habían estado aplicando la programación en parejas en el aprendizaje de las Tecnologías de la Información en la enseñanza secundaria. La estrategia de enseñanza-aprendizaje metacognitivo fue implementado por el grupo experimental.Resultados. Los resultados derivados del estudio empírico muestran que los alumnos del grupo experimental , que se había implementado la estrategia de enseñanza-aprendizaje metacognitivo mientras programaban en parejas, reportaron una mejora en las áreas de planificación, información de gestión, seguimiento y evaluación, con respecto a la conciencia metacognitiva .Discusión y conclusiones. Esta investigación pone de relieve la importancia de una estrategia de enseñanza-aprendizaje metacognitivo cuando los alumnos están programando en parejas.Los hallazgos podrían hacer mucho para promover la enseñanza y el aprendizaje en la programación de computadoras, y para informar a la investigación futura y la práctica. La estrategia de enseñanza-aprendizaje metacognitivo aplicado durante la investigación se ha adaptado para que sea adecuado para el uso de profesores y alumnos durante la programación en parejas.Palabras clave: metacognición, aprendizaje colaborativo, programación en parejas , estrategia enseñanza -aprendizaje metacognitivo .

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Section: Pair Programmingmentioning

confidence: 99%

A Metacognitive Approach to Pair Programming: Influence on Metacognitive Awareness

Breed

Mentz²,

Westhuizen³

2014

EJREP

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“…Within a pair programming environment evidence also exists that peer assessment could be helpful in determining individual contributions. Williams, Wiebe, Yang, Ferzli, and Miller (2002) applied peer assessment on completion of every pair programming project, and Daniel (2003) stated that students never again complained about a free ride when implementing peer assessment in pair programming situations.…”

Section: Assessment Strategiesmentioning

confidence: 99%

Assessment Strategies for Pair Programming

Hahn¹,

Mentz²,

Meyer³

2009

JITE:Research

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Executive SummaryAlthough pair programming has proved its usefulness in teaching and learning programming skills, it is difficult to assess the individual roles and abilities of students whilst programming in pairs. (Note that within this manuscript, the term assessment refers to evaluating individual student performance.)Assessing only the outcomes of a pair programming assignment and awarding each member of the pair the same score may not be a reliable reflection of individual programming abilities; it may result in a discrepancy between students' individual and pair programming marks. The aim of our study was to answer the following question: Do combined self, peer, and facilitator assessment strategies for pair programming contribute towards a more reliable assessment of individual programming abilities? In our study, all three types of assessments were conducted after the completion of every pair programming assignment. In each case, we used rubrics containing specific assessment criteria. These rubrics were provided to students at the beginning of every pair programming assignment. The facilitator gave formative feedback to students after completion of a pair programming assignment and thereafter when an individual test was written.To determine whether these specific assessment strategies could contribute towards a more reliable way of assessing individual abilities in pair programming situations, the averages of students' pair and individual marks were correlated. Moreover, two practical examinations of equal academic standard were conducted at the end of the course: one for pairs and the other for individuals. A significantly high correlation coefficient between the individual and pair examination marks was obtained, indicating that the pair assessment strategies implemented in this study proved to be successful in determining students' individual programming abilities.The results emerging from this study support the implementation of specific assessment strategies to assess individual programming abilities during pair programming situations.

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“…Blended learning is often defined as the combination of face-to-face and online learning [42] as illustrated in Figure 3. Ron Bleed, the former Vice Chancellor of Information Technologies at Maricopa College, argues that this is not a sufficient definition for blended learning as it simply implies "bolting" technology onto a traditional course, using technology as an add-on to teach a difficult concept or adding supplemental information.…”

Section: Blended Learning Approachmentioning

confidence: 99%