Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1696
Title: Online Mob Programming: Bridging the 21st Century Workplace and the Classroom
Authors: Sankaranarayanan, Sreecharan
Wang, Xu
Dashti, Cameron
An, Haokang
Ngoh, Clarence
Hilton, Michael
Sakr, Majd
Rosé, Carolyn
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Sankaranarayanan, S., Wang, X., Dashti, C., An, H., Ngoh, C., Hilton, M., Sakr, M., & Rosé, C. (2019). Online Mob Programming: Bridging the 21st Century Workplace and the Classroom. In Lund, K., Niccolai, G. P., Lavoué, E., Gweon, C. H., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 855-856). Lyon, France: International Society of the Learning Sciences.
Abstract: We investigate how an industry-standard collaborative software development paradigm can be adapted for collaborative project-based learning in the classroom. The synchronous face-to-face collaboration paradigm, called Mob Programming, inspires Online Mob Programming (OMP), which structures groups of 3-6 students collaborating online in a rotating set of 3 roles supported by a conversational computer agent who takes on a 4th role. Results comparing OMP scaffolding with self-organization in a university computer science course shows OMP scaffolds encourage role-taking, division of labor, and conceptual reflection during work without a significant drop in group product quality.
URI: https://doi.dx.org/10.22318/cscl2019.855
https://repository.isls.org//handle/1/1696
Appears in Collections:CSCL 2019

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