Breaking the communication barrier: guidelines to aid communication within pair programming

Zarb, Mark; Hughes, Janet

doi:10.1080/08993408.2015.1033125

Cited by 14 publications

(6 citation statements)

References 36 publications

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“…It was designed to take approximately 30 minutes to complete, using patterns and algorithms already introduced to the students as part of their module studies. Pair programming guidelines (Zarb and Hughes, 2015) were issued to both the tutors in advance. Video recordings were made of the two module tutors pair programming at the same computer in a laboratory, for participants to watch (repeatedly if desired) to gain insights into how to pair program.…”

Section: Phasementioning

confidence: 99%

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Remote Pair Programming

Hughes

Walshe

Law

et al. 2020

Proceedings of the 12th International Conference on Computer Supported Education

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Computing students often learn to program individually or in variously-sized groups whilst studying in computing laboratories and face-to-face classes. Previous research indicates that learning via pair programming can lead to students improving the quality of their programming, enhancing their programming skills and increasing their self-confidence when programming. Pair programming also is well established as a mechanism that supports peer learning and self-assessment for novice and more experienced students of programming. Observed benefits include increased self-efficacy, sharing of expertise, improved communication and teamworking-all enhancing employability. A considerable amount of existing work has examined pair programming benefits as they relate to campus-based students pairing face-to-face in a laboratory class-but how can distance learning students experience such benefits? This paper describes the preliminary results from a pilot study to investigate the benefits to distance learning students of engaging in Remote Pair Programming in their learning. Our investigation goes beyond academic learning to explore community, social and employability benefits, all of which are relevant to national measures of student satisfaction.

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Section: Phasementioning

confidence: 99%

“…day of the week and time of the day. Pair programming guidelines (Zarb and Hughes, 2015) were issued to both pairs in advance. A third task, set by the same tutor, was designed to be completed in no more than an hour.…”

Section: Phasementioning

confidence: 99%

Remote Pair Programming

Hughes

Walshe

Law

et al. 2020

Proceedings of the 12th International Conference on Computer Supported Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Toward this end, working with another student through pair programming can offer a sense of community, a resource for improving self-efficacy, and greater understanding (Zarb & Hughes, 2015). In addition, pair programming has been appealing to female students (e.g.…”

Section: Socio-cognitive Perspectivementioning

confidence: 99%

“…Kinnunen & Simon, 2012). To support pairs, research demonstrates that prepared scripts can help the pair to move through an obstacle and engage constructively with one another (Zarb & Hughes, 2015). One alternative or complement to pair programming is peer code review.…”

Section: Socio-cognitive Perspectivementioning

confidence: 99%

Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review

Pon-Barry

Packard

John

2017

Computer Science Education

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A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on regular, consistent feedback via peer code review and inclusive pedagogy. Introductory computer science students provided consistently high ratings of the peer mentors' knowledge, approachability, and flexibility, and credited peer mentor meetings for their strengthened selfefficacy and understanding. Peer mentors noted the value of videotaped simulations with reflection, discussions of inclusion, and the cohort's weekly practicum for improving practice. Adaptations of peer mentoring for different types of institutions are discussed. Computer science educators, with hopes of improving the recruitment and retention of underrepresented groups, can benefit from expanding their peer support infrastructure and improving the quality of peer mentor preparation.

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“…For Beck & Chizhik (2013), switching to small-group co-operative learning or pair programming means the problem-solving process becomes more supportive and less competitive, with improved communication (Zarb & Hughes, 2015). They suggest this would change the atmosphere of the CS classroom and be more participative not only for women and minorities, but also for some male students.…”

Section: Challenges Associated With Settings For Cs Teachingmentioning

confidence: 99%

In search of self-efficacy: development of a new instrument for first year Computer Science students

Bhardwaj

2017

Computer Science Education

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This study explores the changes in Computer Science (CS) students' self-efficacy between entering study and the end of first year of university. It aims to give course leaders insights into the everyday challenges that affect students' academic achievement and persistence into second year. The paper begins by proposing that the way CS is taught, the gender imbalance on CS courses, and the experience of the key transitional year into university might influence CS students' non-continuation. It adopts an academic buoyancy conceptualisation of resilience. Acknowledging the scarcity of instruments covering CS students' transition to university, the development of a new 20-item questionnaire is described, based on CS students' own contributions of the challenges they faced during first year. The instrument is administered twice in one session to the same cohort. Analysis of paired responses indicates a loss of confidence to overcome challenges in most aspects, particularly staying motivated to study.

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Breaking the communication barrier: guidelines to aid communication within pair programming

Cited by 14 publications

References 36 publications

Remote Pair Programming

Remote Pair Programming

Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review

In search of self-efficacy: development of a new instrument for first year Computer Science students

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