Combining cooperative learning and peer instruction in introductory computer science
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Distributed cognition: toward a new foundation for human-computer interaction research
ACM Transactions on Computer-Human Interaction (TOCHI) - Special issue on human-computer interaction in the new millennium, Part 2
Recognizing and supporting roles in CSCW
CSCW '00 Proceedings of the 2000 ACM conference on Computer supported cooperative work
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Constructive and collaborative learning of algorithms
SIGCSE '03 Proceedings of the 34th 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
Capturing collaborative designs to assist the pedagogical process
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Evaluating computer-supported cooperative work: models and frameworks
CSCW '04 Proceedings of the 2004 ACM conference on Computer supported cooperative work
The impact of virtual classroom laboratories in CSE
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
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This paper compares and contrasts three different approaches to pre-class concept formation in an online computing course. In the initial third of the semester students made individual responses to sets of weekly pre-class tutorial style questions. In the following four weeks a virtual classroom was used to facilitate the synchronous construction of group responses to the same type of activities. In the final third of semester a wiki was used to provide an asynchronous means of composing group responses to the pre-class tutorial questions. The different patterns of student contribution and interaction that resulted from each mode are described. Implications for concept formation specifically and learning generally are discussed.