Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles

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Author(s): Juan Manuel Adán-Coello (Pontifical Catholic University of Campinas, Brazil), Carlos Miguel Tobar (Pontifical Catholic University of Campinas, Brazil), Eustáquio São José de Faria (Federal University of Uberlândia, Brazil), Wiris Serafim de Menezes (Secretariat of Finance of the State of Goiás, Brazil)and Ricardo Luís de Freitas (Pontifical Catholic University of Campinas, Brazil)
Copyright: 2013
Pages: 13
Source title: Learning Tools and Teaching Approaches through ICT Advancements
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-4666-2017-9.ch004

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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Abstract

Collaborative learning is pointed out as an effective approach to reduce apprentices’ difficulties that arise during the effort to learn computer programming. In a collaborative learning process, the formation of groups is a fundamental activity and one of the most complex, because grouping students randomly is ineffective in obtaining real collaboration. PQAS and GroupOrganizer were developed to address the lack of tools that support group formation in the context of collaborative learning of computer programming. These tools form groups based on the theories of socio-cognitive conflict and learning styles. In order to stimulate the social-cognitive conflict, PQAS groups students with significant differences in programming style. GroupOrganizer extends PQAS and forms groups also considering students’ learning styles. Two experiments involving students taking introductory programming courses provide evidences that the adopted approaches contribute to increase students’ learning both in terms of programming style and workgroup skills.

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Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles

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