Collaborative Behavior Patterns of Students in Programming Instruction

Autor/inn/en	Hopcan, Sinan; Polat, Elif; Albayrak, Ebru
Titel	Collaborative Behavior Patterns of Students in Programming Instruction
Quelle	In: Journal of Educational Computing Research, 60 (2022) 4, S.1035-1062 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albayrak, Ebru)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211062260
Schlagwörter	Cooperative Learning; Student Behavior; Programming; Computer Science Education; Preservice Teachers; Programming Languages; Gender Differences + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Student behaviour; Schülerverhalten; Programmierung; Computer science lessons; Informatikunterricht; Geschlechterkonflikt
Abstract	The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students' behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a Programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01