TY - GEN
T1 - Investigating student-instructor interactions when using pair programming
T2 - 2011 24th IEEE-CS Conference on Software Engineering Education and Training, CSEE and T 2011, Co-located with the 33rd International Conference on Software Engineering, ICSE
AU - Radermacher, Alex
AU - Walia, Gursimran
PY - 2011
Y1 - 2011
N2 - At North Dakota State University, there are multiple sections of the CS1 and CS2 introductory computer science courses. A large number of students are enrolled in each section, making it difficult to hold laboratory sessions as there is not enough space for all of the students in one room. This results in diminished student attendance and a decrease in student understanding of the course material. Pair programming has been shown to have multiple benefits in educational use. Previous research has shown that it benefits student learning in addition to increasing the student retention in computer science programming courses. Using pair programming would also allow students to share laboratory resources and make it possible to accommodate more students in laboratory session. To study the effects of pair programming on student-instructor interactions in laboratory sessions of introductory computer science courses, an empirical study was conducted at North Dakota State University. Data about student-instructor interactions was collected by monitoring the laboratory sessions during the study run, as well as through a post-study survey given to students and interviews with the instructors. The results from this study indicate that having students work in pairs as opposed to individually reduces the number of questions from students and decreases the amount of time that a student must wait for instructor assistance.
AB - At North Dakota State University, there are multiple sections of the CS1 and CS2 introductory computer science courses. A large number of students are enrolled in each section, making it difficult to hold laboratory sessions as there is not enough space for all of the students in one room. This results in diminished student attendance and a decrease in student understanding of the course material. Pair programming has been shown to have multiple benefits in educational use. Previous research has shown that it benefits student learning in addition to increasing the student retention in computer science programming courses. Using pair programming would also allow students to share laboratory resources and make it possible to accommodate more students in laboratory session. To study the effects of pair programming on student-instructor interactions in laboratory sessions of introductory computer science courses, an empirical study was conducted at North Dakota State University. Data about student-instructor interactions was collected by monitoring the laboratory sessions during the study run, as well as through a post-study survey given to students and interviews with the instructors. The results from this study indicate that having students work in pairs as opposed to individually reduces the number of questions from students and decreases the amount of time that a student must wait for instructor assistance.
UR - http://www.scopus.com/inward/record.url?scp=79960010528&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79960010528&partnerID=8YFLogxK
U2 - 10.1109/CSEET.2011.5876117
DO - 10.1109/CSEET.2011.5876117
M3 - Conference contribution
AN - SCOPUS:79960010528
SN - 9781457703485
T3 - 2011 24th IEEE-CS Conference on Software Engineering Education and Training, CSEE and T 2011 - Proceedings
SP - 41
EP - 50
BT - 2011 24th IEEE-CS Conference on Software Engineering Education and Training, CSEE and T 2011 - Proceedings
Y2 - 22 May 2011 through 24 May 2011
ER -