![]() ![]() These environments allow students to be co-located but working on separate machines, thus improving equality of control in the programming task while still allowing face-to-face discussions. Recent efforts have led to the development of synchronous, collaborative programming environments. However, peer programming studies in K-12 have not considered designing for equality of control of the task and conversational equity . Research has demonstrated significant benefits (i.e., learning gains) during pair programming (two, co-located students sharing one computer) that targets inclusivity. We conclude with a discussion and future implications of our research.Ĭollaborative programming is an effective pedagogical approach for the learning computer science concepts and practices. This is followed by our log-based analysis of individual students’ programming activities, and their implications on collaborative program generation. In our research, we examine log data of collaborative groups working in a synchronous, block-based programming environment (BBPE), NetsBlox, to answer (1) What can individual student log data tell us about the group’s collaborative programming? and (2) How do these programming activities impact student learning? We first provide a brief background on K-12 collaborative programming. However, to our knowledge, limited research has examined individual log actions of co-located students participating in a collaborative programming environment to solve problems. Research has examined collaborative discourse for improved understanding of problem-solving and regulatory processes that collaborative teams implement during a programming task. However, limitations exist in the application of these tools in today’s classrooms, including the inability to distinguish individual student programming actions in co-located peer-programming environments and the inability of group members to communicate and discuss verbally when they are physically separated .Ĭollaboration represents “a coordinated, synchronous activity that is a result of a continuous attempt to construct and maintain a shared conception of a problem” . Efforts to introduce collaborative programming in K-12 classrooms have led to tools and curricula that support co-located and remote programming tasks. ![]() Collaborative learning and problem solving have proven to be especially useful in the context of programming tasks. ![]() Collaborative problem-solving is an essential 21 \(^\mathrm\) century workforce skill. ![]()
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