The effects of pair-programming on performance in an introductory programming course
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Improving the CS1 experience with pair programming
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
The role of initiative in tutorial dialogue
EACL '03 Proceedings of the tenth conference on European chapter of the Association for Computational Linguistics - Volume 1
A case for smaller class size with integrated lab for introductory computer science
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Note to self: make assignments meaningful
Proceedings of the 38th SIGCSE technical symposium on Computer science education
A development environment for distributed synchronous collaborative programming
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Tutoring model for promoting teaching skills of computer science prospective teachers
Proceedings of the 13th annual conference on Innovation and technology in computer science education
ITiCSE 2010 working group report motivating our top students
Proceedings of the 2010 ITiCSE working group reports
Characterizing the effectiveness of tutorial dialogue with hidden markov models
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
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In the quest to find instructional approaches that benefit student learning, engagement, and retention, evidence suggests providing students with hands-on practice is a worthwhile use of class time. This paper presents results from an exploratory study of two different instructional approaches that were encountered in a study of experienced human tutors working with novice computing students engaged in a programming exercise. No difference in average learning gains was found between a moderate approach, in which students were given control of problem solving nearly half the time, and a proactive approach in which the tutor took initiative nearly three-fourths of the time. Implications of this finding for fine-grained instructional strategy, as well as for broader classroom management decisions, are discussed. This paper also makes the case for the value of one-on-one tutoring studies as an exploratory research methodology for the comparative evaluation of computer science teaching strategies.