Collaboration vs plagiarism in computer science programming courses

Stewart-Gardiner, Carolee; Kay, David G.; Little, Joyce Currie; Chase, Joseph; Fendrich, John; Williams, Laurie; Wolz, Ursula

doi:10.1145/366413.364790

Cited by 3 publications

(1 citation statement)

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“…In other words, what are the boundaries that define copying an idea versus copying an expressive form (1)? Researchers in computer science education have long questioned the role of collaboration in assignments, looking to understand at what point collaboration ends and plagiarism or cheating begins (Stewart-Gardiner et al, 2001;Sheard et al, 2002;Harris, 1994;Roberts, 2002). When should teachers encourage students to collaborate?…”

Section: Collaboration or Cheating?mentioning

confidence: 99%

Understanding classroom culture through a theory of dialogism

Yardi

Perkel

2007

Proceedings of the 8th Iternational Conference on Computer Supported Collaborative Learning - CSCL'07

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We consider tensions between collaboration, ownership, and appropriation in relation to Mikhail Bakhtin's theory of dialogism. We analyze examples of these tensions from our own research in an after-school, design research program and relate them to findings from other research that explored using collaborative learning systems in classrooms. We apply dialogism to describe factors that contribute to students' perception of these classroom experiences as ones that do or do not foster collaboration, including the culture of the classroom, the affordances of the technologies used to mediate collaboration, and the role of multivocality in the classroom. Students are using, reusing, and appropriating media in creative ways outside of their school settings while teachers are increasingly incorporating related emerging technologies such as wikis, blogs, and chat rooms into their classrooms. By understanding the factors that contribute to dialogism, educators will be better equipped to create classroom cultures and design environments to encourage collaboration among students.

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Section: Collaboration or Cheating?mentioning

confidence: 99%

Understanding classroom culture through a theory of dialogism

Yardi

Perkel

2007

Proceedings of the 8th Iternational Conference on Computer Supported Collaborative Learning - CSCL'07

View full text Add to dashboard Cite

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Designing for Student-Directedness: How K–12 Teachers Utilize Peers to Support Projects

BrennanKaren

Blum-SmithSarah

PetersLaura

et al. 2021

ACM Trans. Comput. Educ.

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Student-directed projects—projects in which students have individual control over what they create and how to create it—are a promising practice for supporting the development of conceptual understanding and personal interest in K–12 computer science classrooms. In this article, we explore a central (and perhaps counterintuitive) design principle identified by a group of K–12 computer science teachers who support student-directed projects in their classrooms: in order for students to develop their own ideas and determine how to pursue them, students must have opportunities to engage with other students’ work. In this qualitative study, we investigated the instructional practices of 25 K–12 teachers using a series of in-depth, semi-structured interviews to develop understandings of how they used peer work to support student-directed projects in their classrooms. Teachers described supporting their students in navigating three stages of project development: generating ideas, pursuing ideas, and presenting ideas. For each of these three stages, teachers considered multiple factors to encourage engagement with peer work in their classrooms, including the quality and completeness of shared work and the modes of interaction with the work. We discuss how this pedagogical approach offers students new relationships to their own learning, to their peers, and to their teachers and communicates important messages to students about their own competence and agency, potentially contributing to aims within computer science for broadening participation.

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