All I really need to know about pair programming I learned in kindergarten
Communications of the ACM
In support of student pair-programming
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
The costs and benefits of pair programming
Extreme programming examined
Exploring the Efficacy of Distributed Pair Programming
Proceedings of the Second XP Universe and First Agile Universe Conference on Extreme Programming and Agile Methods - XP/Agile Universe 2002
Building Pair Programming Knowledge through a Family of Experiments
ISESE '03 Proceedings of the 2003 International Symposium on Empirical Software Engineering
Pair programming improves student retention, confidence, and program quality
Communications of the ACM - Music information retrieval
First-year students' impressions of pair programming in CS1
Journal on Educational Resources in Computing (JERIC)
Eleven Guidelines for Implementing Pair Programming in the Classroom
AGILE '08 Proceedings of the Agile 2008
Human-Computer Interaction
Proceedings of the 40th ACM technical symposium on Computer science education
Successful and unsuccessful problem solving approaches of novice programmers
Proceedings of the 40th ACM technical symposium on Computer science education
Proceedings of the 40th ACM technical symposium on Computer science education
The Tower and the Cloud: Higher Education in the Age of Cloud Computing
The Tower and the Cloud: Higher Education in the Age of Cloud Computing
Tools used in Global Software Engineering: A systematic mapping review
Information and Software Technology
Proceedings of the 13th annual conference on Information technology education
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Studies have shown that distributed pair programming improves student performance and retention in online computer science (CS) courses. However, as online CS courses become more commonly offered in computer science and Informatics departments around the country, it is imperative that distributed pair programming becomes as effective as when performed in co-located spaces such as computer labs. The present study identifies a disparity in student attitudes towards pair programming in co-located versus online environments. This study identifies several qualitative measures that can impact the pedagogical advantages of pair programming when implemented into an existing online computer science curriculum. This on-going study focuses on the online Informatics curriculum at Indiana University Bloomington and Indiana University Purdue University Indianapolis. Begun in Spring 2009, the research focuses on student experiences and perceptions of pair programming, and utilizes both quantitative and qualitative assessment methods. In order to improve the effectiveness of distributed pair programming, it is crucial to properly assess teaching and learning practices that will improve student engagement and motivation in distributed pair programming exercises. Student experience surveys, using a modified Likert scale, demonstrate that student-centered perceptions of the ease and effectiveness of pair programming differs significantly between co-located and online activities. This paper identifies several key areas where there is a noticeable variance between co-located and online pair programming experiences, and argues that addressing and improving these key areas will be vital for the successful implementation and sustainability of distributed pair programming efforts.