Adopting distributed pair programming as an effective team learning activity: a systematic review

As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fu...

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Veröffentlicht in:Journal of computing in higher education Jg. 36; H. 2; S. 320 - 349
Hauptverfasser: Xu, Fan, Correia, Ana-Paula
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States Springer Nature B.V 01.08.2024
Springer US
Schlagworte:
Collaborative programming
Design factors
Distance learning
Education
Effectiveness
Electronic Learning
Individual Characteristics
Learning Activities
Problem solving
Programming
Programming environments
Secondary Education
Systematic review
Teaching Methods
Computational thinking
Systematic review
Distributed pair programming
Team learning
STEM education
Collaborative learning
ISSN:1042-1726, 1867-1233
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Zusammenfassung:As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fundamental skill in today's world. This study conducted a systematic review of studies on DPP published after 2010 to understand the themes and factors that impact the team effectiveness of DPP and thus inform future research and practices on how to better leverage this approach for teaching and learning. The results showed that individual characteristics attracted major investigations in the selected 23 studies, including prior programming experience, actual skill, perceived skill, gender, personality, time management, confidence, and self-esteem, with pair compatibility identified as a critical team design factor that significantly affects programmers' satisfaction. Although the feel-good factor in the team process was investigated, no significant impact was found. Under the team environment theme, we compared different opinions on the orientation (e.g., scripted roles) and the use of technology (e.g., integrated development environment tools). Future research should investigate how task structure influences team effectiveness of DPP and relates to computational thinking education. Additionally, because most studies were conducted in higher education contexts, more research in primary and secondary educational contexts is also needed.
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ISSN:1042-1726
1867-1233
DOI:10.1007/s12528-023-09356-3