The effects of online peer-facilitated learning and distributed pair programming on students' learning

Chia-Wen Tsai; Michael Yu-Ching Lin; Yih-Ping Cheng; Lan-Yu Lee; Wen-Li Chyr; Chih-Hsien Lin; Jian-Wei Lin; Meng-Chuan Tsai

doi:10.1016/j.compedu.2023.104849

The effects of online peer-facilitated learning and distributed pair programming on students' learning

Comput Educ. 2023 Oct:203:104849. doi: 10.1016/j.compedu.2023.104849. Epub 2023 Jun 1.

Authors

Chia-Wen Tsai¹, Michael Yu-Ching Lin², Yih-Ping Cheng¹, Lan-Yu Lee³, Wen-Li Chyr⁴, Chih-Hsien Lin⁵, Jian-Wei Lin⁶, Meng-Chuan Tsai⁷

Affiliations

¹ Department of Information Management, Ming Chuan University, Taiwan.
² Information Technology and Management Program, Ming Chuan University, Taiwan.
³ International Business and Trade Program, Ming Chuan University, Taiwan.
⁴ Department of New Media and Communication Administration, Taiwan.
⁵ International Academic Publications Research Center, Ming Chuan University, Taiwan.
⁶ Department of Information Technology and Management, Shih Chien University, Taipei, Taiwan.
⁷ Department of Sport and Health Management, Da-Yeh University, Taiwan.

Abstract

The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.' Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students' learning and the design of online programming courses are discussed.

Keywords: 21st century abilities; Cooperative/collaborative learning; Distance education and online learning; Pedagogical issues; Teaching/learning strategies.