Identifying the need to intervene: Analysis and representation of interaction patterns in group programming learning

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. © 2011 Springer-Verlag.