Teaching and Learning Computer Programming: Multiple Research Perspectives

By Richard E. Mayer | Go to book overview

8
The Social Context of Learning Computer Programming
Noreen M. Webb Scott Lewis University of California, Los Angeles
I. Introduction
II. The Relationship between Social Interaction and Learning in Group Learning Contexts
A. Methodology of the Studies
1. Students and Instructors
2. Design
3. Curriculum
4. Instructional Method
5. Measures
a. Pretests
b. Posttest
c. Peer interaction variables
d. Planning and debugging variables
B. Results
1. Peer-Directed Interaction and Programming Achievement
2. Planning and Debugging Behavior and Programming Achievement
a. Presence of the instructor
b. Levels of planning and debugging
c. Summary
III. Student Characteristics Predicting Student Behavior
IV. Implications for Teaching Computer Programming
V. Next Steps for Research

ABSTRACT

This chapter examines the social context of learning computer programming. It first describes theoretical perspectives that predict how and when peer-directed learning in small groups may be beneficial for learning. It next describes two studies that

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