Abstract
This paper focuses on a supporting strategy for enhancing distributed and computer-mediated group programming learning. Based on a real-world research setting that started two decades ago, we have exploited a particular context characterized by: (i) a close analysis of artifacts produced by learners; (ii) a collaborative approach to learning, combined with (iii) a team-based approach to programming; and (iv) the use of a Progressive Learning Scheme for group programming learning. These elements are discussed as rationale for the analysis and representation of forum-based discussion logs generated within a case study carried out with first year undergraduate computing students. This analysis allowed us to develop a means of coordinating group programming on a distributed, agent-based platform using group programming stereotypes from conversation analysis. These stereotypes were defined using interaction patterns within a process calculus.
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Castro, T., Robertson, D., Fuks, H., Castro, A. (2011). Identifying the Need to Intervene: Analysis and Representation of Interaction Patterns in Group Programming Learning. In: Vivacqua, A.S., Gutwin, C., Borges, M.R.S. (eds) Collaboration and Technology. CRIWG 2011. Lecture Notes in Computer Science, vol 6969. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23801-7_13
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DOI: https://doi.org/10.1007/978-3-642-23801-7_13
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