Please use this identifier to cite or link to this item:
Title: Collaborative Talk Across Two Pair-Programming Configurations
Authors: Zakaria, Zarifa
Boulden, Danielle
Vandenberg, Jessica
Tsan, Jennifer
Lynch, Collin
Wiebe, Eric
Boyer, Kristy Elizabeth
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Zakaria, Z., Boulden, D., Vandenberg, J., Tsan, J., Lynch, C., Wiebe, E., & Boyer, K. E. (2019). Collaborative Talk Across Two Pair-Programming Configurations. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & 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 1 (pp. 224-231). Lyon, France: International Society of the Learning Sciences.
Abstract: Given that pair programming has proved to be an effective pedagogical approach for teaching programming skills, it is now important to explore alternative collaborative configurations. One popular configuration is where dyads collaborate by sharing a single computer sitting side-by-side. However, prior research points to potential challenges for elementary students when sharing a single computer when collaborating. This prompted us to explore another configuration where dyads sit side by side but collaborate on a shared virtual platform with individual computers. We compared the discourse of students' collaboration under these two settings. Results show that although there are no significant differences in the amount of collaborative talk between the two configurations, there is qualitative evidence of how differing affordances of two configurations shape collaborative elementary students' practices.
Appears in Collections:CSCL 2019

Files in This Item:
File SizeFormat 
224-231.pdf329.59 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.