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Collaboration While Programming: Observing Student Perceptions of Pair Programming in the Classroom
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, , , Purdue University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper reports the findings of a pilot study exploring the affective impact of pair programming on students enrolled in an intermediate-level college undergraduate database (computer) programming course. Students in the course were allowed to work either individually or in pairs on all computer programming exercises, including computer programming (coding) exams. Preliminary findings indicate that students employing pair programming regard the experience positively. These students report a high level of satisfaction with their decision to work in a pair, and cite benefits derived from the collaborative nature of the pair programming. The majority of students electing to work individually later report regretting that decision, reporting a low level of satisfaction with their decision to work alone, and expressing a desire for a peer with whom to collaborate while working. However this latter finding was not universal, for a minority of students electing to work individually express

Citation

Erdei, R., Whittinghill, D. & Springer, J. (2014). Collaboration While Programming: Observing Student Perceptions of Pair Programming in the Classroom. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 543-551). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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