Virtual pair programming and online oral exams: effects on social interaction, performance, and academic integrity in a remote computer programming course

Pair programming and oral exams were deployed in tandem in a remote undergraduate computer programming course to promote social interaction and enhance learning. We investigate their impact on social interactions, sense of connection, academic performance, and academic integrity within a virtual lea...

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Published in:Computer science education Vol. 35; no. 3; pp. 482 - 522
Main Authors: Lubarda, M. V., Phan, A. M., Schurgers, C., Delson, N., Ghazinejad, M., Baghdadchi, S., Minnes, M., Kim, M., Pilegard, C., Relaford-Doyle, J., Sandoval, C. L., Qi, H.
Format: Journal Article
Language:English
Published: Norwood Routledge 03.07.2025
Taylor & Francis Ltd
Subjects:
Academic Achievement
academic integrity
CAI
Collaboration
collaborative learning
Computer assisted instruction
Computer programming
Computers
Distributed pair programming
Integrity
Interpersonal Relationship
Learning
oral assessment
Programming
sense of connection
Social interaction
Student Motivation
Students
Virtual environments
voluntary pair programming
ISSN:0899-3408, 1744-5175
Online Access:Get full text
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Summary:Pair programming and oral exams were deployed in tandem in a remote undergraduate computer programming course to promote social interaction and enhance learning. We investigate their impact on social interactions, sense of connection, academic performance, and academic integrity within a virtual learning environment, and explore the dynamics of student collaboration in the context of voluntary pair programming. Students' coding activities, pairing preferences, and performance were survey responses were recorded and analyized. First and second year students were more likely to participate in virtual pair programming than their more senior classmates. Willingness to pair program strongly correlated with GPA. Partner changes were infrequent. 20-40% of students pair programmed per assignment. Oral exam scores positively correlated with other course scores. Surveys indicated that virtual pair programming and oral exams positively impacted learning, sense of community, and academic integrity. The study offers perspectives on how these practices can be leveraged to foster inclusive learning, meaningful discourse, peer collaboration, and student-faculty relationships, with a positive effect on student motivation and academic integrity.
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ISSN:0899-3408
1744-5175
DOI:10.1080/08993408.2024.2344401