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

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

Juan Manuel Adán-Coello, Carlos Miguel Tobar, Eustáquio São José de Faria, Wiris Serafim de Menezes, Ricardo Luís de Freitas
Copyright: © 2011 |Volume: 7 |Issue: 4 |Pages: 13
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781613507469|DOI: 10.4018/jicte.2011100104
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MLA

Adán-Coello, Juan Manuel, et al. "Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles." IJICTE vol.7, no.4 2011: pp.34-46. http://doi.org/10.4018/jicte.2011100104

APA

Adán-Coello, J. M., Tobar, C. M., José de Faria, E. S., Serafim de Menezes, W., & Luís de Freitas, R. (2011). Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles. International Journal of Information and Communication Technology Education (IJICTE), 7(4), 34-46. http://doi.org/10.4018/jicte.2011100104

Chicago

Adán-Coello, Juan Manuel, et al. "Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles," International Journal of Information and Communication Technology Education (IJICTE) 7, no.4: 34-46. http://doi.org/10.4018/jicte.2011100104

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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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