Collaborative Behavior Patterns of Students in Programming Instruction

HOPCAN S., Polat E., Albayrak E.

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH, vol.60, no.4, pp.1035-1062, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 60 Issue: 4
  • Publication Date: 2022
  • Doi Number: 10.1177/07356331211062260
  • Journal Name: JOURNAL OF EDUCATIONAL COMPUTING RESEARCH
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Aerospace Database, Applied Science & Technology Source, Communication Abstracts, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Metadex, MLA - Modern Language Association Database, Psycinfo, Sociological abstracts, Civil Engineering Abstracts
  • Page Numbers: pp.1035-1062
  • Keywords: pair programming, behavioral pattern, lag sequential analysis, programming instruction, collaborative learning, preservice teachers, PAIR, TEACHERS, SCRATCH, LEARNERS, THINKING, TOOLS
  • Istanbul University Affiliated: No

Abstract

The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students' behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a Programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study.