Learning to program : from pear-shaped to pairs
Data(s) |
01/03/2009
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Resumo |
The consistently high failure rate in Queensland University of Technology’s introductory programming subject reflects a similar dilemma facing other universities worldwide. Experiments were conducted to quantify the effectiveness of collaborative learning on introductory level programming students over a number of semesters, replicating previous studies in this area. A selection of workshops in the introductory programming subject required students to problem-solve and program in pairs, mimicking the eXtreme Programming concept of pair programming. The failure rate for the subject fell from what had been an average of 30% since 2003 (with a high of 41% in 2006), to just 5% for those students who worked consistently in pairs. |
Formato |
application/pdf |
Identificador | |
Publicador |
The Institute for Systems and Technologies of Information, Control and Communication (INSTICC Press) |
Relação |
http://eprints.qut.edu.au/29995/1/c29995.pdf http://www.ics.heacademy.ac.uk/italics/download.php?file=italics/vol6iss4/TeagueRoe.pdf Teague, Donna M. & Roe, Paul (2009) Learning to program : from pear-shaped to pairs. In Proceedings of the First International Conference on Computer Supported Education, The Institute for Systems and Technologies of Information, Control and Communication (INSTICC Press), Lisboa, Portugal, pp. 151-158. |
Direitos |
Copyright 2009 INSTICC |
Fonte |
Faculty of Science and Technology |
Palavras-Chave | #130212 Science Technology and Engineering Curriculum and Pedagogy #learning to program #Pair programming #collaborative learning #HERN |
Tipo |
Conference Paper |