I Explain, You Collaborate, He Cheats: An Empirical Study with Social Network Analysis of Study Groups in a Computer Programming Subject

Students interact with each other in order to solve computer science programming assignments. Group work is encouraged because it has been proven to be beneficial to the learning process. However, sometimes, collaboration might be confused with dishonest behaviours. This article aimed to quantitativ...

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Vydané v:	Applied sciences Ročník 11; číslo 19; s. 9328
Hlavní autori:	Barros, Beatriz, Conejo, Ricardo, Ruiz-Sepulveda, Amparo, Triguero-Ruiz, Francisco
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Basel MDPI AG 01.10.2021
Predmet:	Behavior Cheating Classrooms Collaboration Communication Computer programming dishonest behaviour Dishonesty Distance learning groups collaborative learning higher education Knowledge knowledge sharing Literature reviews Online instruction Plagiarism Social network analysis Social networks source-code similarity Students Teachers
ISSN:	2076-3417, 2076-3417
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Abstract	Students interact with each other in order to solve computer science programming assignments. Group work is encouraged because it has been proven to be beneficial to the learning process. However, sometimes, collaboration might be confused with dishonest behaviours. This article aimed to quantitatively discern between both cases. We collected code similarity measures from students over four academic years and analysed them using statistical and social network analyses. Three studies were carried out: an analysis of the knowledge flow to identify dishonest behaviour, an analysis of the structure of the social organisation of study groups and an assessment of the relationship between successful students and social behaviour. Continuous dishonest behaviour in students is not as alarming as many studies suggest, probably due to the strict control, automatic plagiarism detection and high penalties for unethical behaviour. The boundary between both is given by the amount of similar content and regularity along the course. Three types of study groups were identified. We also found that the best performing groups were not made up of the best individual students but of students with different levels of knowledge and stronger relationships. The best students were usually the central nodes of those groups.
AbstractList	Students interact with each other in order to solve computer science programming assignments. Group work is encouraged because it has been proven to be beneficial to the learning process. However, sometimes, collaboration might be confused with dishonest behaviours. This article aimed to quantitatively discern between both cases. We collected code similarity measures from students over four academic years and analysed them using statistical and social network analyses. Three studies were carried out: an analysis of the knowledge flow to identify dishonest behaviour, an analysis of the structure of the social organisation of study groups and an assessment of the relationship between successful students and social behaviour. Continuous dishonest behaviour in students is not as alarming as many studies suggest, probably due to the strict control, automatic plagiarism detection and high penalties for unethical behaviour. The boundary between both is given by the amount of similar content and regularity along the course. Three types of study groups were identified. We also found that the best performing groups were not made up of the best individual students but of students with different levels of knowledge and stronger relationships. The best students were usually the central nodes of those groups.
Author	Ruiz-Sepulveda, Amparo Conejo, Ricardo Triguero-Ruiz, Francisco Barros, Beatriz
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Cites_doi	10.1007/978-3-642-78069-1 10.1109/TIT.2004.830793 10.1080/03075070500340036 10.1145/3373165.3373171 10.1016/j.compedu.2003.06.001 10.1016/j.respol.2018.03.006 10.1187/cbe.13-08-0162 10.3923/jas.2014.748.757 10.1145/1556460.1556497 10.1016/j.compedu.2017.08.008 10.15388/infedu.2014.10 10.1016/j.ins.2016.09.009 10.1111/sjop.12534 10.1145/191029.191156 10.1016/j.compedu.2017.08.002 10.1016/0360-1315(87)90042-X 10.1145/3287324.3287443 10.1007/s10648-020-09557-7 10.1007/978-1-4612-5076-0 10.1109/MC.2020.3023811 10.17576/gema-2018-1803-11 10.4135/9781412985864 10.1145/3159450.3159490 10.1515/orga-2017-0002 10.1007/s40593-015-0078-4 10.4135/9781452270104 10.1145/3313290 10.1145/1163405.1163409 10.1108/IJILT-02-2019-0024 10.1109/TLT.2018.2876249 10.1016/j.eswa.2020.113519 10.1080/0729436930120201 10.1145/1330598.1330642 10.1002/cae.21571 10.3998/tia.17063888.0028.018
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SubjectTerms	Behavior Cheating Classrooms Collaboration Communication Computer programming dishonest behaviour Dishonesty Distance learning groups collaborative learning higher education Knowledge knowledge sharing Literature reviews Online instruction Plagiarism Social network analysis Social networks source-code similarity Students Teachers
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Title	I Explain, You Collaborate, He Cheats: An Empirical Study with Social Network Analysis of Study Groups in a Computer Programming Subject
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