In support of student pair-programming
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Defensive climate in the computer science classroom
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
SIGCSE '03 Proceedings of the 34th 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
Collaborative virtual environments for supporting learning communities: an experience of use
GROUP '03 Proceedings of the 2003 international ACM SIGGROUP conference on Supporting group work
CS educational research: a meta-analysis of SIGCSE technical symposium proceedings
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
A learning system engineering approach to developing online courses
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Groupwork activities in synchronous online classroom spaces
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Independent, synchronous and asynchronous an analysis of approaches to online concept formation
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Teaching and learning in live online classrooms
Proceedings of the 8th ACM SIGITE conference on Information technology education
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In order to gauge the pedagogical implications of conducting Computer Science practical sessions remotely, the Division of ICS at Macquarie University conducted a formal experiment using a virtual classroom environment called Macromedia Breeze Live. Research results indicated that students who completed their practical in the virtual classroom: i) felt they performed significantly more collaboration, ii) expressed a preference for this mode of practical session over regular laboratory sessions, iii) felt that they learnt significantly more from their classmates and iv) felt that they learnt significantly more from the practical supervisor than students in the standard classroom. Reasons for these results are proposed in the pedagogical context of offering Computer Science practical sessions online.