By Topic

Study of a group project model in computer science

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$33 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

2 Author(s)
C. E. Willis ; Dept. of Comput. Sci., Worcester Polytech. Inst., MA, USA ; D. Finkel

We have explored the use of peer learning in a large, introductory data structures course within our computer science curriculum. The principal peer learning activities are group programming projects where each student group is assisted by a trained upper-class undergraduate peer learning assistant (PLA). The PLAs are consultants to the group to help facilitate group interaction and support group and individual questions. This paper describes the use of group programming projects in the course and studies their use in three instances of the course over a four year period. Each of these courses was taught by the same professor during the same time in each academic year. Each course was taught with the same group programming project model, but with variations in the number of students, how the groups were organized and the number of PLAs that were used. Overall, we feel the introduction of group programming projects in this large introductory course has been beneficial to students, PLAs, TAs and faculty. The students are able to legitimately work with peers to solve problems and learn the material. Peers are more able to provide a student perspective in answering questions. The results shown, in the paper indicate the long-term viability of such an approach. The approach has continued to rate well with students through variations in how it is used

Published in:

Frontiers in Education Conference, 1997. 27th Annual Conference. Teaching and Learning in an Era of Change. Proceedings.  (Volume:1 )

Date of Conference:

5-8 Nov 1997