Social dimensions in the lab session when novices learn to program

This full research paper reports on a study of social dimensions when students learn to program. The aim of this study is to investigate students' experiences of social dimensions in learning to program as novices in a pair-programming lab setting. Data was collected by means of individual inte...

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Vydáno v:2020 IEEE Frontiers in Education Conference (FIE) s. 1 - 9
Hlavní autoři: von Hausswolff, Kristina, Weurlander, Maria
Médium: Konferenční příspěvek
Jazyk:angličtina
Vydáno: IEEE 21.10.2020
Edice:Frontiers in Education Conference
Témata:
Cognition
Computer Science with specialization in Computer Science Education Research
Computing Education Research
Datavetenskap med inriktning mot datavetenskapens didaktik
Datavetenskapens didaktik
Education
Educational Science
Interviews
novice programming
pair programming
pedagogik med inriktning mot utbildningsvetenskap
practice
Pragmatics
pragmatism
Programming profession
social dimensions
Teamwork
Writing
ISBN:1728189616, 9781728189628, 1728189624, 9781728189611
ISSN:2377-634X
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Abstract This full research paper reports on a study of social dimensions when students learn to program. The aim of this study is to investigate students' experiences of social dimensions in learning to program as novices in a pair-programming lab setting. Data was collected by means of individual interviews with seven students mid-way through the course. A questionnaire to 77 students gave a background of the class as a whole and was used to select students for the interviews. The interview data were analyzed using an inductive content analysis method and interpreted theoretically from a pragmatist and transactional perspective on learning. Our results show different ways that the social dynamic between the students in a pair affected 1) the emotions experienced, 2) the extent to which students actively wrote code and interacted with the computer environment, and 3) how students perceived their competence. Interviewed students report that failure and success in a programming task result in an emotional roller coaster, and that in this turbulence, the social context is of utmost importance and weighs in when students consider if they are going to pursue a programming profession.
AbstractList This full research paper reports on a study of social dimensions when students learn to program. The aim of this study is to investigate students' experiences of social dimensions in learning to program as novices in a pair-programming lab setting. Data was collected by means of individual interviews with seven students mid-way through the course. A questionnaire to 77 students gave a background of the class as a whole and was used to select students for the interviews. The interview data were analyzed using an inductive content analysis method and interpreted theoretically from a pragmatist and transactional perspective on learning. Our results show different ways that the social dynamic between the students in a pair affected 1) the emotions experienced, 2) the extent to which students actively wrote code and interacted with the computer environment, and 3) how students perceived their competence. Interviewed students report that failure and success in a programming task result in an emotional roller coaster, and that in this turbulence, the social context is of utmost importance and weighs in when students consider if they are going to pursue a programming profession.
This full research paper reports on a study of social dimensions when students learn to program. The aim of this study is to investigate students’ experiences of social dimensions in learning to program as novices in a pair-programming lab setting. Data was collected by means of individual interviews with seven students mid-way through the course. A questionnaire to 77 students gave a background of the class as a whole and was used to select students for the interviews. The interview data were analyzed using an inductive content analysis method and interpreted theoretically from a pragmatist and transactional perspective on learning. Our results show different ways that the social dynamic between the students in a pair affected 1) the emotions experienced, 2) the extent to which students actively wrote code and interacted with the computer environment, and3) how students perceived their competence. Interviewed students report that failure and success in a programming task result in an emotional roller coaster, and that in this turbulence, the social context is of utmost importance and weighs in when students consider if they are going to pursue a programming profession.
Author Weurlander, Maria
von Hausswolff, Kristina
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  givenname: Maria
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  fullname: Weurlander, Maria
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Snippet This full research paper reports on a study of social dimensions when students learn to program. The aim of this study is to investigate students' experiences...
This full research paper reports on a study of social dimensions when students learn to program. The aim of this study is to investigate students’ experiences...
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SubjectTerms Cognition
Computer Science with specialization in Computer Science Education Research
Computing Education Research
Datavetenskap med inriktning mot datavetenskapens didaktik
Datavetenskapens didaktik
Education
Educational Science
Interviews
novice programming
pair programming
pedagogik med inriktning mot utbildningsvetenskap
practice
Pragmatics
pragmatism
Programming profession
social dimensions
Teamwork
Writing
Title Social dimensions in the lab session when novices learn to program
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