Integrating Collaborative and Live Coding for Distance Education

Ghorashi, Soroush; Jensen, Carlos

doi:10.1109/mc.2017.131

Cited by 7 publications

(11 citation statements)

References 9 publications

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“…The measures used were: LOC/h, number of executions, number of defects, number of cases that passed, mean time, and grades in final exams and/or assignments. The measure synchronization of the compilation and execution) (Bravo et al, 2013), (Duque & Bravo, 2008) Mean time effort (maintenance)/Completion time (Al-Jarrah & Pontelli, 2016), (Canfora et al, 2003), (Canfora et al, 2006) Reported time spent (questionnaire) (Hanks, 2008) Task completion time (Qiao & Bai, 2017) Completion time of assignments mean time (observations and interviews) (qualitative) (Ghorashi & Jensen, 2017) Table 6. Quality of Code/Code Comprehension.…”

Section: Academic Performancementioning

confidence: 99%

Distributed Pair Programming in Higher Education: A Systematic Literature Review

Satratzemi

Xinogalos

Tsompanoudi

2022

Journal of Educational Computing Research

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This paper presents a Systematic Literature Review (SLR) of fifty-seven studies on Distributed Pair Programming (DPP) in higher education, identifying which studies investigated factors on the effectiveness of DPP as a method for learning programming, factors related to mediating and stimulating interactions between students, the measures/instruments used for exploring these factors, as well as the tools and their features. As DPP effectiveness is very promising as regards code quality and academic performance, the findings can contribute to a better understanding of how communication, collaboration and coordination are investigated. It was found that there are very few studies concerning compatibility, pair formation, and role contribution, the majority of which did not use data derived from students’ actions. Only a small number of studies used DPP tools with logging capabilities. Even though several IDEs and Eclipse plugins have been designed for DPP and offer specialized features, there are still studies which use a combination that include video conferencing and remote sharing tools along with various IDEs and auxiliary tools. This SLR can be of interest to educators that aim to apply DPP in educational settings, researchers designing informed empirical studies, as well as designers of DPP tools.

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Section: Academic Performancementioning

confidence: 99%

Distributed Pair Programming in Higher Education: A Systematic Literature Review

Satratzemi

Xinogalos

Tsompanoudi

2022

Journal of Educational Computing Research

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“…The advent of MOOCs has further stimulated this area of work, e.g. (Ghorashi and Jensen, 2016), (Ghorashi and Jensen, 2017) and (Staubitz and Meinel, 2018).…”

Section: Technologiesmentioning

confidence: 99%

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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“…[25], [27], [29], [33], [36], [37], [42], [45], [47]- [50], [52], [53], [56], [61] Celdas de aprendizaje 3 7 17,5 [26], [35], [40], [41], [44], [58], [60] Corrección por el compañero 1 3 7,5 [28], [46], [55] Resolución estructurada de problemas 3 3 7,5 [32], [38], [59] Juego …”

Section: Identificación De Las Tacunclassified

“…El estudiante en el papel de "conductor" escribe el código, controlando el teclado y el ratón; el otro estudiante, el "navegador", revisa el código cuando el conductor lo escribe, haciendo sugerencias, señalando errores y haciendo preguntas [42], [61]. Permite a los estudiantes producir programas de computador de mayor calidad, en menos tiempo y con mejor comprensión y disfrute [48].…”

Section: Programación En Paresunclassified

El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura

Sánchez

Collazos-Ordóñez

Toledo

2018

TecnoL.

103

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La incorporación del trabajo colaborativo en cursos de programación ha sido identificada como una estrategia potencial que podría maximizar la participación de los estudiantes y tener un impacto positivo en el aprendizaje. En las fuentes consultadas no se ha encontrado un estudio dirigido a recopilar y analizar los resultados de investigación sobre este tema utilizando un método sistemático. Para tratar de llenar este vacío, se realizó una revisión sistemática de literatura con el objetivo de resumir los estudios sobre el uso del trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación. Inicialmente, mediante la búsqueda en cuatro bases de datos de publicaciones científicas, se obtuvieron 95 estudios publicados en los últimos cinco años. Luego de un cuidadoso análisis de cada uno de ellos, se verifica que 40 coinciden con los requerimientos de la revisión, análisis que dio como resultado la síntesis de once Técnicas de Aprendizaje Colaborativo (TAC) que llevan a la práctica la estrategia, que a su vez agrupan a 19 denominaciones comunes de estrategias encontradas en los documentos, es decir, las estrategias o técnicas colaborativas asociadas a cada estudio. La revisión arrojó también una cantidad importante de aportes de la comunidad investigadora que sientan una base importante para trabajos futuros, dejando en claro que el trabajo colaborativo se consolida cada vez más como una estrategia didáctica válida y pertinente, no solo en la enseñanza/aprendizaje de la programación, sino también en otras áreas del conocimiento incluyendo las ciencias de la computación.

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Integrating Collaborative and Live Coding for Distance Education

Cited by 7 publications

References 9 publications

Distributed Pair Programming in Higher Education: A Systematic Literature Review

Distributed Pair Programming in Higher Education: A Systematic Literature Review

Remote Pair Programming

El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura

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