Lightweight preliminary peer review: does in-class peer review make sense?
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Comparing of feedback-collection and think-aloud methods in program comprehension studies
Behaviour & Information Technology
Combining multiple pedagogies to boost learning and enthusiasm
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
The effects of a shared free form rationale space in collaborative learning activities
Journal of Systems and Software
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This paper describes the use of the reflective journal in a computer programming course at the University of South Australia. We describe rationale for the journal relating it to the contribution it can make to generic skills of lifelong learning, problem-solving, communication and awareness of personal learning strategies. We also relate it to the Personal Software Process (PSP) used by industry to encourage software engineers to improve productivity by 'review', with collation of software productivity metrics and awareness of personal and team level practice.We introduce the detail how students were asked to use the journal and evaluate its influence on learning. We present a selection of student reflections on the journal and summarise attainment comparing attainment in the journal with other more traditional items of assessment. We conclude that there is a place for the reflective journal in programming courses - a number of students reported benefits to their learning along a number of dimensions - and this was supported with evidence both in their journal itself and by their absolute attainment. We also note that the reflective journal is not universally accepted (or even recognised as a 'valid' learning activity by some). However, we recommend further use and development of such reflective techniques in computer science to stimulate good software practice and deep learning.