Three Contrasting Pairs' Collaborative Programming Processes in China's Secondary Education

Autor/inn/en	Sun, Dan; Ouyang, Fan; Li, Yan; Chen, Hongyu
Titel	Three Contrasting Pairs' Collaborative Programming Processes in China's Secondary Education
Quelle	In: Journal of Educational Computing Research, 59 (2021) 4, S.740-762 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ouyang, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120973430
Schlagwörter	Cooperative Learning; Programming; Computer Science Education; Junior High School Students; Grade 7; Student Attitudes; Student Behavior; Interaction; Goal Orientation; Peer Relationship; Social Environment; Computer Games; Foreign Countries; China + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Programmierung; Computer science lessons; Informatikunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Schülerverhalten; Student behaviour; Interaktion; Zielorientierung; Zielvorstellung; Peer-Beziehungen; Soziales Umfeld; Computer game; Computerspiel; Computerspiele; Ausland
Abstract	Pair programming is a collaborative learning mode to foster novice learners' computer programming. Previous empirical research has reported contrasting conclusions about the effect of pair programming on student learning. To further understand students' pair programming, this study uses a mixed method to analyze three contrasting pairs' collaborative behaviors, discourses, and perceptions from a multi-dimensional perspective. The analysis results show that the high-ranked student pair is characterized as the interactive, socially-supportive, and goal-oriented pair; the middle-ranked student pair is characterized as the highly-interactive, socially-supportive, and process-oriented pair; and the low-ranked student pair is characterized as the lowly-interactive, socially-unsupportive, and programming-distracted pair. The research reveals complex relations between collaborative behaviors, discourses, and performances, which have critical influences on students' pair programming quality. Based on the results, this research proposes pedagogical, analytical, and theoretical implications for future instructional design, learning analytics, and empirical research of collaborative programming. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01