The case for collaborative programming
Communications of the ACM
Extreme programming explained: embrace change
Extreme programming explained: embrace change
Building Knowledge through Families of Experiments
IEEE Transactions on Software Engineering
Experimentation in software engineering: an introduction
Experimentation in software engineering: an introduction
In support of student pair-programming
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Wanted:project teams with a blend of is professional orientations
Communications of the ACM - Adaptive middleware
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
Strengthening the Case for Pair Programming
IEEE Software
Preliminary guidelines for empirical research in software engineering
IEEE Transactions on Software Engineering
The Effects of "Pair-Pressure" and "Pair-Learning" on Software Engineering Education
CSEET '00 Proceedings of the 13th Conference on Software Engineering Education & Training
The collaborative software process(sm)
The collaborative software process(sm)
Lessons learned about distributed pair programming: what are the knowledge needs to address?
WETICE '03 Proceedings of the Twelfth International Workshop on Enabling Technologies: Infrastructure for Collaborative Enterprises
Coupling pair programming and writing: learning about students' perceptions and processes
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Working in Pairs as a Means for Design Knowledge Building: An Empirical Study
IWPC '04 Proceedings of the 12th IEEE International Workshop on Program Comprehension
Empirical study on the productivity of the pair programming
XP'05 Proceedings of the 6th international conference on Extreme Programming and Agile Processes in Software Engineering
| Hi-index | 0.00 |
The management of knowledge in software processes is becoming a challenging concern for researchers and practitioners. Explicit knowledge can be formalized in many kinds of documents and rules, and consequently transferred in a number of manners. On the contrary, tacit knowledge cannot be formalized, because it is mainly retained in personal cognitive models and consists of individual capabilities of dealing with problems. The design of software systems requires a consistent deployment of tacit knowledge, and pair programming has shown great promises for helping to share knowledge between programmers. It is a common experience that programmers come not only from computer science and engineering curricula, but also from other education degrees, such as mathematics, natural sciences, and social sciences. In this case they attend proper specialist post graduation courses. We have executed an experiment in order to verify the relationship between educational background of pair’s components and knowledge sharing throughout working in pairs while designing software systems.