Artykuły w czasopismach: „Collaborative programming”

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Fan, Li, Li, Song, Zhang, Shi i Du. "CoVSCode: A Novel Real-Time Collaborative Programming Environment for Lightweight IDE". Applied Sciences 9, nr 21 (31.10.2019): 4642. http://dx.doi.org/10.3390/app9214642.

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Real-time collaborative programming is an emerging approach that supports a team of programmers to view and edit shared source code at the same time. Each programmer can edit any part of the source code, and changes become instantly visible at other collaborating sites. With a broad range of application scenarios and benefits, real-time collaborative programming has attracted increasing interest from academia and industry. Lightweight integrated development environments (lightweight IDEs) have rapidly grown in popularity in the recent years, but there are serious problems and limitations with existing real-time collaboration support for lightweight IDEs. In this study, we contribute a novel real-time collaborative programming environment named CoVSCode that supports unconstrained and flexible real-time collaboration based on Visual Studio Code, one of the most popular and widely used lightweight IDEs. We present design objectives and rationales, the workflow and functional design from collaborating programmers’ perspectives, major technical issues and solutions, and prototype implementation, as well as a set of experimental evaluations that have demonstrated the technical feasibility and good performance of the prototype system. All approaches, techniques and solutions derived in this work are generic, which can also be applied in building real-time collaborative programming environments for other lightweight IDEs.

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Ma, Yifan, Batu Qi, Wenhua Xu, Mingjie Wang, Bowen Du i Hongfei Fan. "Integrating Real-Time and Non-Real-Time Collaborative Programming". Proceedings of the ACM on Human-Computer Interaction 7, GROUP (29.12.2022): 1–19. http://dx.doi.org/10.1145/3567563.

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Real-time collaborative programming enables a group of programmers to edit shared source code at the same time, which significantly complements the traditional non-real-time collaborative programming supported by version control systems. However, one critical issue with this emerging technique is the lack of integration with non-real-time collaboration. Specifically, contributions from multiple programmers in a real-time collaboration session cannot be distinguished and accurately recorded in the version control system. In this study, we propose a scheme that integrates real-time and non-real-time collaborative programming with a novel workflow, and contribute enabling techniques to realize such integration. As a proof-of-concept, we have successfully implemented two prototype systems named CoEclipse and CoIDEA, which allow programmers to closely collaborate in a real-time fashion while preserving the work's compatibility with traditional non-real-time collaboration. User evaluation and performance experiments have confirmed the feasibility of the approach and techniques, demonstrated the good system performance, and presented the satisfactory usability of the prototypes.

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Swamidurai, Rajendran, i David A. Umphress. "Collaborative-Adversarial Pair Programming". ISRN Software Engineering 2012 (21.08.2012): 1–11. http://dx.doi.org/10.5402/2012/516184.

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This paper presents a study called collaborative-adversarial pair (CAP) programming which is an alternative to pair programming (PP). Its objective is to exploit the advantages of pair programming while at the same time downplaying its disadvantages. Unlike traditional pairs, where two people work together in all the phases of software development, CAPs start by designing together; splitting into independent test construction and code implementation roles; then joining again for testing. An empirical study was conducted in fall 2008 and in spring 2009 with twenty-six computer science and software engineering senior and graduate students at Auburn University. The subjects were randomly divided into two groups (CAP/experimental group and PP/control group). The subjects used Eclipse and JUnit to perform three programming tasks with different degrees of complexity. The results of this experiment point in favor of CAP development methodology and do not support the claim that pair programming in general reduces the software development duration, overall software development cost or increases the program quality or correctness.

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Hsu, Ting-Chia, Hal Abelson, Evan Patton, Shih-Chu Chen i Hsuan-Ning Chang. "Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming". International Journal of Computer-Supported Collaborative Learning 16, nr 4 (grudzień 2021): 559–82. http://dx.doi.org/10.1007/s11412-021-09357-3.

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AbstractIn order to promote the practice of co-creation, a real-time collaboration (RTC) version of the popular block-based programming (BBP) learning environment, MIT App Inventor (MAI), was proposed and implemented. RTC overcomes challenges related to non-collocated group work, thus lowering barriers to cross-region and multi-user collaborative software development. An empirical study probed into the differential impact on self-efficacy and collaborative behavior of learners in the environment depending upon their disciplinary background. The study serves as an example of the use of learning analytics to explore the frequent behavior patterns of adult learners, in this case specifically while performing BBP in MAI integrated with RTC. This study compares behavior patterns that are collaborative or individual that occurred on the platform, and investigates the effects of collaboration on learners working within the RTC depending on whether they were CS-majors or not. We highlight advantages of the new MAI design during multi-user programming in the online RTC based on the connections between the interface design and BBP as illustrated by two significant behavior patterns found in this instructional experiment. First, the multi-user programming in the RTC allowed multiple tasks to happen at the same time, which promoted engagement in joint behavior. For example, one user arranged components in the interface design while another dragged blocks to complete the program. Second, this study confirmed that the Computer Programming Self-Efficacy (CPSE) was similar for individual and multi-user programming overall. The CPSE of the homogeneous CS-major groups engaged in programming within the RTC was higher than that of the homogeneous non-CS-major groups and heterogeneous groups. There was no significant difference between the CPSE of the homogenous non-CS group and the CPSE of the heterogeneous groups, regardless of whether they were engaged in individual programming or collaborative programming within their groups. The results of the study support the value of engaging with MAI collaboratively, especially for CS-majors, and suggest directions for future work in RTC design.

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Andres, Beatriz, i Raul Poler. "Metodología de asignación de recursos para el establecimiento de procesos colaborativos: Modelo de inversión para PYMES". Dirección y Organización, nr 53 (1.07.2014): 4–18. http://dx.doi.org/10.37610/dyo.v0i53.449.

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Se propone una metodología de asignación de recursos para iniciar o mejorar las relaciones colaborativas entre los socios de una red. La metodología se fundamenta, en primer lugar, en la identificación de los procesos potenciales a realizar de forma colaborativa, en base a los cuales se definen una serie de proyectos de acción que permiten llevar a cabo los procesos colaborativamente. Finalmente se presenta un modelo de programación lineal como herramienta de asignación de los recursos, que poseen las empresas, de forma que la inversión para llevar a cabo los proyectos de acción sea lo más eficiente posible. La metodología propuesta no sólo se focaliza en la asignación de recursos de las empresas, sino que ofrece una mayor cobertura para la asignación de recursos en el contexto de redes colaborativas de empresas. Así, la metodología cubre el proceso de asignación de recursos desde la identificación de los procesos potenciales en los que invertir hasta la asignación apropiada de recursos para llevar a cabo dichos procesos colaborativos.Palabras Claves: asignación de recursos, procesos colaborativos, redes colaborativas, programación matemáticaResources allocation methodology for the establishment of collaborative processes: Investment Model for SMEsAbstract: Over the last years, an increasing number of collaborative networks have appeared due to the change in the enterprisesí modus operandi, from competition to collaboration. In collaborative networks, members are able to achieve those objectives that would not be possible, or would have higher costs, to reach if organisations individually act. Thus, collaborative partners jointly work to achieve common or compatible objectives. Therefore, an increasing number of collaborative practices, among the partners in a network, have appeared as a result of the acquired advantages that stem from collaboration. Collaborative business processes are commonly associated with standardised schemas and collaborative mechanisms, used to facilitate the decisions coordination and exchange information among network partners. The business processes performed within the partners in a network are becoming more and more collaborative. However, establishing collaborative processes is not an easy task due to the necessary requirements to carry them out. The endogenous characteristics of enterprises are a challenge for the creation of appropriate conditions to establish collaboration. Specially, for small and medium enterprises (SMEs) the establishment of collaborative processes is a difficult task to perform, due to the implied risks and the lack of capabilities and resources owned. Therefore, the authors find, in this area, a gap to fill in order to lead the enterprisesí efforts to efficiently perform collaborative processes. One of the relevant issues to deal with when the enterprises are willing to establish collaborative relationships is identifying which are the processes to collaboratively perform and with which partners collaborate. If collaborative enterprises could identify both issues, what processes and partners, they could easily initiate the collaboration. Nevertheless, there is no methodology that provides enterprises this knowledge, causing failures in the initial phase of collaborative processes establishment. In order to identify the processes to carry on in a collaborative way and define the action projects to be activated in order to establish this collaboration, a methodology has been developed in this paper. The methodology consist of three phases (i) identification of the potential processes in which collaborate, (ii) definition of the action projects, that describe the resources, guidelines and tools in broad outline to provide a guide to establish the potential collaborative processes and (iii) a mathematical lineal programming model to support the selection of the, previously defined, action projects in which invest, as a way to allocate the resources to deal with the establishment of collaborative processes. This linear programming model will allow enterprises to identify in which action projects invest, to efficiently deal with the star ting up process of collaboration. The proposed methodology not only focuses on the resources allocation in one enterprise, but also deals with the resources allocation in the context of collaborative enterprise networks. The methodology covers the resources allocation process from the recognition of potential processes in which initiate collaboration to the identification of the appropriate resources to carry out such collaborative processes.Keywords: resources allocation, collaborative processes, collaborative network, mathematical programming.

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Adán-Coello, Juan Manuel, Carlos Miguel Tobar, Eustáquio São José de Faria, Wiris Serafim de Menezes i Ricardo Luís de Freitas. "Forming Groups for Collaborative Learning of Introductory Computer Programming Based on Students’ Programming Skills and Learning Styles". International Journal of Information and Communication Technology Education 7, nr 4 (październik 2011): 34–46. http://dx.doi.org/10.4018/jicte.2011100104.

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Collaborative learning is pointed out as an effective approach to reduce apprentices’ difficulties that arise during the effort to learn computer programming. In a collaborative learning process, the formation of groups is a fundamental activity and one of the most complex, because grouping students randomly is ineffective in obtaining real collaboration. PQAS and GroupOrganizer were developed to address the lack of tools that support group formation in the context of collaborative learning of computer programming. These tools form groups based on the theories of socio-cognitive conflict and learning styles. In order to stimulate the social-cognitive conflict, PQAS groups students with significant differences in programming style. GroupOrganizer extends PQAS and forms groups also considering students’ learning styles. Two experiments involving students taking introductory programming courses provide evidences that the adopted approaches contribute to increase students’ learning both in terms of programming style and workgroup skills.

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Nosek, John T. "The case for collaborative programming". Communications of the ACM 41, nr 3 (marzec 1998): 105–8. http://dx.doi.org/10.1145/272287.272333.

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Braesemann, Fabian, Niklas Stoehr i Mark Graham. "Global networks in collaborative programming". Regional Studies, Regional Science 6, nr 1 (1.01.2019): 371–73. http://dx.doi.org/10.1080/21681376.2019.1588155.

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Bradbury, Amanda, Eric Wiebe, Jessica Vandenberg, Jennifer Tsan, Collin Lynch i Kristy Boyer. "The Interface Design of a Collaborative Computer Science Learning Environment for Elementary Aged Students". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, nr 1 (listopad 2019): 493–97. http://dx.doi.org/10.1177/1071181319631155.

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There is a currently a shortage of computer science professionals and this shortage is projected to continue into the foreseeable future as not enough students are selecting computer science majors. Researchers and policy-makers agree that development of this career pipeline starts in elementary school. Our study examined which collaborative programming setup, pair programming (two students collaborate on one computer) or side-by-side programming (two students collaborate on the same program from two computers), fifth-grade students preferred. We also sought to understand why students preferred one method over the other and explored ideas on how to effectively design a collaborative programming environment for this age group. Our study had participants first engage in five instructional days, alternating between pair and side-by-side programming, and then conducted focus groups. We found that students overwhelmingly preferred side-by-side programming. We explain this using self-determination theory which states that behavior is motivated by three psychological needs: autonomy, competence, and psychological relatedness which side-by-side programming was better able to meet.

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Davis, Daniel, Jane Burry i Mark Burry. "Understanding Visual Scripts: Improving Collaboration through Modular Programming". International Journal of Architectural Computing 9, nr 4 (grudzień 2011): 361–75. http://dx.doi.org/10.1260/1478-0771.9.4.361.

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Modularisation is a well-known method of reducing code complexity, yet architects are unlikely to modularise their visual scripts. In this paper the impact that modules used in visual scripts have on the architectural design process is investigated with regard to legibility, collaboration, reuse and design modification. Through a series of thinking-aloud interviews, and through the collaborative design and construction of the parametric Dermoid pavilion, modules are found to impact the culture of collaborative design in architecture through relatively minor alterations to how architects organise visual scripts.

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Emmons, Christine L., i Dianne Zager. "Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism". Focus on Autism and Other Developmental Disabilities 33, nr 2 (8.01.2017): 120–28. http://dx.doi.org/10.1177/1088357616686312.

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Collaborative teaming among specialists can enhance educational success by leveraging resources and building capacity to maximize effectiveness. Special educators’ change in perceptions of their efficacy as collaborators in the education of students with autism spectrum disorder (ASD) was studied before and after completing a year-long federally funded graduate certificate program in autism. Self-perceptions of collaborative expertise were examined in eight cohorts of educators over 7 years. Analysis of the results indicated a significant increase in perceptions of efficacy level in six of the cohorts at ≤ .006. The size of the effect of the program on participants’ self-perceptions of their efficacy in working collaboratively with other school personnel was large for seven of the cohorts and medium for one. Most importantly, results from Greenhouse–Geisser analysis showed that the posttest scores on collaboration efficacy level were significantly higher than the pretest scores across all cohorts, and that the pattern of change in pretest to posttest scores was similar across all eight cohorts.

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Ying, Kimberly Michelle, Fernando J. Rodríguez, Alexandra Lauren Dibble i Kristy Elizabeth Boyer. "Understanding Women's Remote Collaborative Programming Experiences". Proceedings of the ACM on Human-Computer Interaction 4, CSCW3 (5.01.2021): 1–29. http://dx.doi.org/10.1145/3432952.

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Castelli, Vittorio, Lawrence Bergman, Tessa Lau i Daniel Oblinger. "Sheepdog, parallel collaborative programming-by-demonstration". Knowledge-Based Systems 23, nr 2 (marzec 2010): 94–109. http://dx.doi.org/10.1016/j.knosys.2009.06.008.

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Al-Jarrah, Ahmad, Abdel Karim Baareh, Ahmad Smadi i Roba Jabali. "Social Media-Facilitated Programming: An ARG Model for Collaborative Programming". Journal of Computer Science 17, nr 4 (1.04.2021): 371–402. http://dx.doi.org/10.3844/jcssp.2021.371.402.

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Chung, Cheng-Yu, Nayif Awad i I.-Han Hsiao. "Collaborative programming problem-solving in augmented reality: Multimodal analysis of effectiveness and group collaboration". Australasian Journal of Educational Technology 37, nr 5 (6.12.2021): 17–31. http://dx.doi.org/10.14742/ajet.7059.

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Although numerous studies have demonstrated different ways that augmented reality (AR) can assist students to understand the learning content via contextualised visualisation, less explored is its effect on collaborative problem-solving (CPS) in computer programming. This study aims to investigate how AR affects a CPS in a programming task. We designed a mobile app that could visualise computer programming in AR and non-AR 3D images. The app could involve two participants working together on a programming problem face to face in the same workspace. We conducted a within-subjects experiment to compare their AR experience to the non-AR experience and collected multimodal usage data about the task performance, verbal communication, and user experience. The analysis showed that the participants in the AR experience had higher task performance and more insightful communication than the non-AR. The participants also had positive attitudes toward the use of AR in classroom instructions. In a semi-structured interview, the participants reflected that AR helped them engage in the content and analyse the task easier. Based on this study, we discuss several challenges and implications for future instruction designers. Implications for practice or policy: AR can improve student engagement in a collaborative problem-solving task. AR has the potential to promote and improve group communication in collaborative work. Instruction designers may need to carefully align the characteristics of AR with the task content especially when physical models are rarely used in the learning content.

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Asnawi, Ani Liza, Amalina Ahmad, Nor Fadhillah Mohamed Azmin, Kamsiah Ismail, Ahmad Zamani Jusoh, Siti Noorjannah Ibrahim i Huda Adibah Mohd Ramli. "The Needs of Collaborative Tool for Practicing Pair Programming in Educational Setting". International Journal of Interactive Mobile Technologies (iJIM) 13, nr 07 (11.07.2019): 17. http://dx.doi.org/10.3991/ijim.v13i07.10722.

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<p class="0abstract">Pair programming is a technique which is introduced for helping programmers to develop high quality codes. Beside technical aspects, collaboration and working in team are the important skills needed in practicing the technique. These skills are essential to be instilled among our engineering students. Pair programming (known as PP) is one of Agile software development technique which introduces collaborative ways for programmers to develop software. Many advantages have been reported when one practiced the technique, which include improve team communication and productiveness, reduction in defect counts, and at the same time lessen development time. Among students, the technique was also reported to enhance students’ learning and satisfaction, as well as students’ learning skills. In order to get the full benefits of pair programming technique, however, correct guidance must be provided to the students. In this study, we proposed a collaborative pair programming tool for students in practicing the technique. The tool offers all features required to allow the collaboration for the pair programming technique to work. The tool is designed and developed using Visual Basic Studio software. A database is incorporated to store students’ information. An experiment was conducted to evaluate the students’ performance with and without using the tool. Results showed that the tool can help improving students’ performance in terms of quality of codes, and lessen their time in completing their coding. These are the consequences of collaboration and team work skills that they have been practicing when using the tool.</p>

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Apeanti, Wilson Osafo, i Daniel Essel. "Learning Computer Programming Using Project-Based Collaborative Learning". International Journal for Innovation Education and Research 9, nr 8 (1.08.2021): 191–207. http://dx.doi.org/10.31686/ijier.vol9.iss8.3278.

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The major concern of teaching computer programming in higher education is to provide students with the skills necessary to integrate theory and practice. One of the methods most suited for this task is project-based collaborative learning (PBCL). This study provides an in-depth analysis of students’ experiences, levels of collaboration and challenges in learning computer programming in a PBCL setting. A survey of 428 students was selected from a population of 840 undergraduate computer programming students at all levels using a stratified random sampling technique. It was found that focusing programming courses on real problems made the course more interesting for students. The students gained new interpersonal skills and understood the technical concepts of the courses better. PBCL was found to be suitable for teaching lower level (level 100 and 200) undergraduate programming courses compared with higher level (level 300 and 400) courses. Students' challenges in PBCL computer programming courses include time allocation for projects, choosing appropriate problems and piggy riding in project groups. We expect the findings of this study to influence policy on the teaching of computer programming courses at the undergraduate level.

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MacLachlan, Jordan, Yi Mei, Juergen Branke i Mengjie Zhang. "Genetic Programming Hyper-Heuristics with Vehicle Collaboration for Uncertain Capacitated Arc Routing Problems". Evolutionary Computation 28, nr 4 (grudzień 2020): 563–93. http://dx.doi.org/10.1162/evco_a_00267.

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Due to its direct relevance to post-disaster operations, meter reading and civil refuse collection, the Uncertain Capacitated Arc Routing Problem (UCARP) is an important optimisation problem. Stochastic models are critical to study as they more accurately represent the real world than their deterministic counterparts. Although there have been extensive studies in solving routing problems under uncertainty, very few have considered UCARP, and none consider collaboration between vehicles to handle the negative effects of uncertainty. This article proposes a novel Solution Construction Procedure (SCP) that generates solutions to UCARP within a collaborative, multi-vehicle framework. It consists of two types of collaborative activities: one when a vehicle unexpectedly expends capacity ( route failure), and the other during the refill process. Then, we propose a Genetic Programming Hyper-Heuristic (GPHH) algorithm to evolve the routing policy used within the collaborative framework. The experimental studies show that the new heuristic with vehicle collaboration and GP-evolved routing policy significantly outperforms the compared state-of-the-art algorithms on commonly studied test problems. This is shown to be especially true on instances with larger numbers of tasks and vehicles. This clearly shows the advantage of vehicle collaboration in handling the uncertain environment, and the effectiveness of the newly proposed algorithm.

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Goel, Sanjay, i Vanshi Kathuria. "A Novel Approach for Collaborative Pair Programming". Journal of Information Technology Education: Research 9 (2010): 183–96. http://dx.doi.org/10.28945/1290.

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Zhen, Yuanyi, Lanqin Zheng i Penghe Chen. "Constructing Knowledge Graphs for Online Collaborative Programming". IEEE Access 9 (2021): 117969–80. http://dx.doi.org/10.1109/access.2021.3106324.

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Unuakhalu, Mike, i Ashok Kumar. "Teaching online programming courses using collaborative methods". Journal of Interdisciplinary Mathematics 11, nr 6 (grudzień 2008): 839–49. http://dx.doi.org/10.1080/09720502.2008.10700604.

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Muzzarelli, Robert, i William H. Young. "Collaborative Strategic Planning for Older Adult Programming". Journal of Continuing Higher Education 40, nr 1 (styczeń 1992): 13–17. http://dx.doi.org/10.1080/07377366.1992.10400831.

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Hoyt, Robert, i Victoria Wangia-Anderson. "An overview of two open interactive computing environments useful for data science education". JAMIA Open 1, nr 2 (1.10.2018): 159–65. http://dx.doi.org/10.1093/jamiaopen/ooy040.

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Abstract Objective To discuss and illustrate the utility of two open collaborative data science platforms, and how they would benefit data science and informatics education. Methods and Materials The features of two online data science platforms are outlined. Both are useful for new data projects and both are integrated with common programming languages used for data analysis. One platform focuses more on data exploration and the other focuses on containerizing, visualization, and sharing code repositories. Results Both data science platforms are open, free, and allow for collaboration. Both are capable of visual, descriptive, and predictive analytics Discussion Data science education benefits by having affordable open and collaborative platforms to conduct a variety of data analyses. Conclusion Open collaborative data science platforms are particularly useful for teaching data science skills to clinical and nonclinical informatics students. Commercial data science platforms exist but are cost-prohibitive and generally limited to specific programming languages.

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Looft, Ruxandra, i Megan Jeanette Myers. "Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom". Journal of Interdisciplinary Studies in Education 8, nr 1 (30.06.2019): 140–57. http://dx.doi.org/10.32674/jise.v8i1.1019.

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University Honors programming in the United States is interdisciplinary and collaborative; from First Year Honors Seminars to capstone research projects for upperclassmen, Honors students embrace multidisciplinary learning and research. This approach, however, does not always translate into the Honors classroom in regards to an incorporation of diverse perspectives of multiple faculty members in a given course. This article utilizes a mixed-methods approach to explore the impact and results of a collaboratively taught Honors Seminar. “Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom” departs from the authors’ model of a co-taught Honors Seminar and then moves to an exploration of the student responses, comparing both a pre- and post-course survey, that considers student perceptions of multi-instructor formats. The essay ends with a brief conclusion that addresses some possible challenges to team-taught courses, from scheduling to institutional issues, in the context of Honors programming in an effort to encourage continued discussion about collaborative teaching of Honors Seminars.

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Bossavit, Benoît, i Sarah Parsons. "From start to finish: teenagers on the autism spectrum developing their own collaborative game". Journal of Enabling Technologies 11, nr 2 (19.06.2017): 31–42. http://dx.doi.org/10.1108/jet-02-2017-0004.

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Purpose The purpose of this paper is to investigate how teenagers on the autism spectrum respond to their involvement in the creation of a collaborative game, meeting the curriculum requirements in programming at secondary level in England. Design/methodology/approach Two autistic teenagers were involved in participatory design processes to elaborate and develop together a collaborative game of their choice using the visual programming software, Kodu Game Lab. Findings With the support of adults (teachers and the researcher), the participants were able to demonstrate and strengthen their participation, problem-solving and programming skills. The participants expressed their preferences through their attitudes towards the tasks. They created a game where the players did not need to initiate any interaction between each other to complete a level. Furthermore, the students naturally decided to work separately and interacted more with the adults than with each other. Research limitations/implications This is a small case study and so cannot be generalised. However, it can serve as starting point for further studies that involve students with autism in the development of interactive games. Practical implications It has been shown that disengaged students can develop various skills through their involvement in software programming. Originality/value Overall, this paper presents the involvement of teenagers on the autism spectrum in the initial design and development of a collaborative game with an approach that shaped, and was shaped by, the students’ interests. Although collaboration was emphasised in the intended learning outcomes for the game, as well as through the design process, this proved difficult to achieve in practice suggesting that students with autism may require stronger scaffolding to engage in collaborative learning.

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Krismadinata, Krismadinata, i Wilda Susanti. "Comparison of Collaborative Learning Models to Improve Programming Competence". International Journal of Online and Biomedical Engineering (iJOE) 17, nr 10 (19.10.2021): 48. http://dx.doi.org/10.3991/ijoe.v17i10.24865.

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The purpose of this research is how collaborative learning strategies should be arranged in three classes as Wang & Hwang model class, control class and experimental class with different treatments in Algorithm and Programming courses. Three learning strategies were tested to see students' cognitive abilities in computer programming skills. Three collaborative learning scenarios were tested, namely: 1) conventional collaborative learning 2) problem-based collaborative learning using an online environment and 3) inquiry-based collaborative learning also using an online environment. The results of the t-test with the one-way ANOVA test showed that the pretest results of the students' ability levels were not different because they had not been treated. While the results of the t-test with the posttest t-test results obtained a very significant difference in student final results, namely the control class 71.30, Wang & Hwang model class 73.0 and the experimental class 81.13. The benefit of the results of this study is that collaborative learning with an inquiry approach allows students to transfer knowledge and does not make lecturers the only source of learning

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CANFORA, GERARDO, ANIELLO CIMITILE, GIUSEPPE ANTONIO DI LUCCA i CORRADO AARON VISAGGIO. "HOW DISTRIBUTION AFFECTS THE SUCCESS OF PAIR PROGRAMMING". International Journal of Software Engineering and Knowledge Engineering 16, nr 02 (kwiecień 2006): 293–313. http://dx.doi.org/10.1142/s0218194006002756.

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Recent experiments demonstrated the effectiveness of pair programming in terms of quality and productivity. Growing interest towards global software development is fostering the design of suitable methods and tools for distributing software processes, at any level of detail, from entire subprocesses up to a single activity. Consequently, people placed in different locations could also share programming tasks and related practices, such as pair programming. Unfortunately, distribution might seriously compromise the success of pair programming, due to communication and collaboration issues. We have performed an experiment in order to investigate the impact of distribution on pair programming when performing maintenance tasks. An interesting conjecture stems from the experiment: under certain conditions, distributed pair's components tend to dismiss from each other, stopping the collaborative work. This can be a very expensive risk factor to keep into account when planning tasks of distributed pair programming.

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Lacave, Carmen, i Ana Isabel Molina. "The Impact of COVID-19 in Collaborative Programming. Understanding the Needs of Undergraduate Computer Science Students". Electronics 10, nr 14 (19.07.2021): 1728. http://dx.doi.org/10.3390/electronics10141728.

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Collaborative learning activities have become a common practice in current university studies due to the implantation of the EHEA. However, the COVID-19 pandemic has led to a radical and abrupt change in the teaching–learning model used in most universities, and in the way students’ group work is carried out. Given this new situation, our interest is focused on discovering how computer science students have approached group programming tasks. For this purpose, we have designed a cross-sectional pilot study to explore, from both social and technological points of view, how students carried out their group programming activities during the shutdown of universities, how they are doing them now, when social distance must be maintained, and what they have missed in both situations. The results of the study indicate that during the imposed confinement, the students adopted a programming model based on work division or distributed peer programming, and very few made use of synchronous distributed collaboration tools. After the lockdown, the students mostly opted for a model based on collaborative programming and there was an increased use of synchronous distributed collaboration tools. The specific communication, synchronization, and coordination functionalities they considered most useful or necessary were also analyzed. Among the desirable features included in a software for synchronous distributed programming, the students considered that having an audio-channel can be very useful and, possibly, the most agile method to communicate. The video signal is not considered as very necessary, being in many cases rather a source of distraction, while textual communication through a chat, to which they are very accustomed, is also well valued. In addition, version control and the possibility of recovering previous states of the practical projects were highly appreciated by the students, and they considered it necessary to record the individual contributions of each member of the team to the result.

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Sankaranarayanan, Sreecharan, Siddharth Reddy Kandimalla, Mengxin Cao, Ignacio Maronna, Haokang An, Chris Bogart, R. Charles Murray, Michael Hilton, Majd Sakr i Carolyn Penstein Rosé. "Designing for learning during collaborative projects online: tools and takeaways". Information and Learning Sciences 121, nr 7/8 (25.06.2020): 569–77. http://dx.doi.org/10.1108/ils-04-2020-0095.

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Purpose In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near future, instructors may be thinking of providing online collaborative learning opportunities to their students who are increasingly isolated from their peers because of social distancing guidelines. This paper aims to provide design recommendations for online collaborative project-based learning exercises based on this research in a software engineering course at the university level. Design/methodology/approach Through joint work between learning scientists, course instructors and software engineering practitioners, instructional design best practices of alignment between the context of the learners, the learning objectives, the task and the assessment are actualized in the design of collaborative programming projects for supporting learning. The design, first segments a short real-time collaborative exercise into tasks, each with a problem-solving phase where students participate in collaborative programming, and a reflection phase for reflecting on what they learned in the task. Within these phases, a role-assignment paradigm scaffolds collaboration by assigning groups of four students to four complementary roles that rotate after each task. Findings By aligning each task with granular learning objectives, significant pre- to post-test learning from the exercise as well as each task is observed. Originality/value The roles used in the paradigm discourage divide-and-conquer tendencies often associated with collaborative projects. By requiring students to discuss conflicting ideas to arrive at a consensus implementation, their ideas are made explicit, thus providing opportunities for clarifying misconceptions through discussion and learning from the collaboration.

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Scekic, Ognjen, Tommaso Schiavinotto, Svetoslav Videnov, Michael Rovatsos, Hong-Linh Truong, Daniele Miorandi i Schahram Dustdar. "A Programming Model for Hybrid Collaborative Adaptive Systems". IEEE Transactions on Emerging Topics in Computing 8, nr 1 (1.01.2020): 6–19. http://dx.doi.org/10.1109/tetc.2017.2702578.

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Mariappan, V., A. Subash Babu, S. Rajasekaran i K. Ilayaraja. "Collaborative optimal preventive maintenance schedule using goal programming". International Journal of Advanced Operations Management 3, nr 2 (2011): 153. http://dx.doi.org/10.1504/ijaom.2011.042138.

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Boyer, Kristy Elizabeth, August A. Dwight, R. Taylor Fondren, Mladen A. Vouk i James C. Lester. "A development environment for distributed synchronous collaborative programming". ACM SIGCSE Bulletin 40, nr 3 (25.08.2008): 158–62. http://dx.doi.org/10.1145/1597849.1384315.

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Jurado, Francisco, Ana I. Molina, Miguel A. Redondo i Manuel Ortega. "Cole-Programming: Shaping Collaborative Learning Support in Eclipse". IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 8, nr 4 (listopad 2013): 153–62. http://dx.doi.org/10.1109/rita.2013.2284953.

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El Zaatari, Shirine, Mohamed Marei, Weidong Li i Zahid Usman. "Cobot programming for collaborative industrial tasks: An overview". Robotics and Autonomous Systems 116 (czerwiec 2019): 162–80. http://dx.doi.org/10.1016/j.robot.2019.03.003.

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Yunsick Sung i Kyungeun Cho. "Collaborative programming by demonstration in a virtual environment". IEEE Intelligent Systems 27, nr 2 (marzec 2012): 14–17. http://dx.doi.org/10.1109/mis.2012.28.

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Gogoulou, Agoritsa, Evangelia Gouli i Maria Grigoriadou. "Engaging and Supporting Students in Exploratory and Collaborative Activities". International Journal of e-Collaboration 8, nr 4 (październik 2012): 35–53. http://dx.doi.org/10.4018/jec.2012100104.

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e-ECLiP aims to establish a learning environment which promotes students’ active involvement, contributes to the knowledge construction and the development of skills in programming through students’ engagement in exploratory and collaborative activities. The collaboration is facilitated through the ACT tool, a synchronous communication tool that supports mechanisms for adaptation and personalization of the communication as well as for students’ self-regulation. In the study presented, students of secondary education worked with e-ECLiP and collaborated through ACT in the context of a programming course. The results revealed that the educational setting used, the proposed didactical approach, and the context of the activities contributed positively in the comprehension of the loop construct and its application in solving simple problems. Also, the students admitted positively the supported synchronous communication tool and appreciated the provided facilities. It seems that the ACT tool can serve the context of the activities and the supported self-regulation mechanism can help students in improving their collaborative behaviour.

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Wang, Sheng-Yuan, Wan-Ming Chen i Ying Liu. "Collaborative Product Portfolio Design Based on the Approach of Multichoice Goal Programming". Mathematical Problems in Engineering 2021 (8.01.2021): 1–16. http://dx.doi.org/10.1155/2021/6678533.

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Product portfolio optimization is a typical multiobjective problem. The multichoice goal programming method becomes a popular means of resolving multiobjective decision problems. However, the classic multichoice goal programming method treats the product portfolio optimization in isolation and does not consider the mutual influence between portfolio products. Researchers should consider the interaction between products in portfolio optimization so that they can be adjusted to “real world” problems. The interaction between products can be explained by population dynamics. Logistic model is a classical method to analyze the population interaction. The equilibrium point of logistic model can show the ideal state of product population coordinated development. The combination of logistic and multichoice goal programming method is an effective approach to analyze the interaction of product portfolio. This paper therefore proposes a new alternative method to formulate the multiobjective problem and also uses an illustrative example to demonstrate the usefulness of the proposed method. The comparative analysis of model optimization results shows that logistic multichoice goal programming model can take into account resource constraints, product collaboration, and output maximization. Logistic multichoice goal programming model shows good performance in the aspects of operation complexity, operation time, sensitivity analysis, and collaborative entropy evaluation.

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Wang, Sheng-Yuan, Wan-Ming Chen i Ying Liu. "Collaborative Product Portfolio Design Based on the Approach of Multichoice Goal Programming". Mathematical Problems in Engineering 2021 (8.01.2021): 1–16. http://dx.doi.org/10.1155/2021/6678533.

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Product portfolio optimization is a typical multiobjective problem. The multichoice goal programming method becomes a popular means of resolving multiobjective decision problems. However, the classic multichoice goal programming method treats the product portfolio optimization in isolation and does not consider the mutual influence between portfolio products. Researchers should consider the interaction between products in portfolio optimization so that they can be adjusted to “real world” problems. The interaction between products can be explained by population dynamics. Logistic model is a classical method to analyze the population interaction. The equilibrium point of logistic model can show the ideal state of product population coordinated development. The combination of logistic and multichoice goal programming method is an effective approach to analyze the interaction of product portfolio. This paper therefore proposes a new alternative method to formulate the multiobjective problem and also uses an illustrative example to demonstrate the usefulness of the proposed method. The comparative analysis of model optimization results shows that logistic multichoice goal programming model can take into account resource constraints, product collaboration, and output maximization. Logistic multichoice goal programming model shows good performance in the aspects of operation complexity, operation time, sensitivity analysis, and collaborative entropy evaluation.

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A Dongo, Tendai, April H. Reed i Margaret T. O'Hara. "Exploring Pair Programming Benefits for MIS Majors". Journal of Information Technology Education: Innovations in Practice 15 (2016): 223–39. http://dx.doi.org/10.28945/3625.

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Pair programming is a collaborative programming practice that places participants in dyads, working in tandem at one computer to complete programming assignments. Pair programming studies with Computer Science (CS) and Software Engineering (SE) majors have identified benefits such as technical productivity, program/design quality, academic performance, and increased satisfaction for their participants. In this paper, pair programming is studied with Management Information Systems (MIS) majors, who (unlike CS and SE majors taking several programming courses) typically take only one programming course and often struggle to develop advanced programming skills within that single course. The researchers conducted two pair programming experiments in an introductory software development course for MIS majors over three semesters to determine if pair programming could enhance learning for MIS students. The program results, researchers’ direct observations, and participants’ responses to a survey questionnaire were analyzed after each experiment. The results indicate that pair programming appears to be beneficial to MIS students’ technical productivity and program design quality, specifically the ability to create programs using high-level concepts. Additionally, results confirmed increased student satisfaction and reduced frustration, as the pairs worked collaboratively to produce a program while actively communicating and enjoying the process.

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Wang, Sheng-Yuan, Wan-Ming Chen, Rong Wang i Xiao-Lan Wu. "Multiobjective Evaluation of Coevolution among Innovation Populations Based on Lotka–Volterra Equilibrium". Discrete Dynamics in Nature and Society 2021 (7.06.2021): 1–14. http://dx.doi.org/10.1155/2021/5569108.

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The collaborative evaluation of enterprise innovation populations is a hot issue. The Lotka–Volterra model is a mature method used to evaluate the interaction mechanism of populations and is widely used in innovation ecology research studies. The Lotka–Volterra model mainly focuses on the quantitative characteristics of the interactive populations. The growth mechanisms cannot explain all the synergy mechanisms of the innovative populations. The collaborative evaluation between enterprise innovation populations is a typical multiobjective evaluation problem. The multichoice goal programming model is a mature method to solve multiobjective optimization problems. This paper combines the Lotka–Volterra model and multichoice goal programming method to construct a three-stage multiobjective collaboration evaluation method based on Lotka–Volterra equilibrium. An evaluation example is used to illustrate the application process of this method. The method proposed in this paper has excellent performance in computing, parameter sensitivity analysis, and model stability analysis.

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Rahim, Salihin, Saiful Omar, Thien Wan Au i Irwan Mashadi Mashud. "SMAC-based Programming Learning Tool: Validating a Novel System Architecture". International Journal of Emerging Technologies in Learning (iJET) 17, nr 13 (11.07.2022): 101–18. http://dx.doi.org/10.3991/ijet.v17i13.29337.

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Although SMAC (Social, Mobile, Analytics, Cloud) allows pedagogical innovation due to its ability in expanding communication during the learning process, its exploitation for programming learning has yet to occur. Therefore, this study proposes a novel system architecture for a SMAC-based programming learning tool designed to enhance programming students’ problem-solving and collaborative skills. In evaluating the effectiveness of this architecture, this study conducted multiple two-week controlled experiments involving 71 introductory programming students. The experiment involves administering pre-and post-study surveys and tests to measure the enhancement in the two skills. The overall findings of this study indicated a statistically significant improvement in both the student’s problem-solving ability and collaborative skills. Most importantly, these findings suggest that the synergy of all four SMAC elements in a single programming learning tool has substantial benefits to programming learning.

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Carter, Claire. "Collaborative Movement: What Queering Dance Makes Possible". Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, nr 2 (27.11.2022): 143–60. http://dx.doi.org/10.15402/esj.v8i2.70778.

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Collaborative Movement focuses on an ongoing research collaboration centred on supporting trans/genderqueer/non-binary/queer community dance/movement programming and mentorship in Regina, Treaty 4 territory. Incorporating queer feminist community research methods, this article demonstrates that collaborations between community organizations and academia can be productive in their grounding of ideas (about gender and bodies) in everyday complexities and specificities of place in ways that hold potential for new forms of interaction, new ways of relating to each other, and new possibilities for action.

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Zhou, Jian Hua, Liang Chen, Wei Wang i Bin Huang. "Multidisciplinary Collaborative Satisfaction Negotiation Based on the Physical Programming Method in Product Design". Applied Mechanics and Materials 157-158 (luty 2012): 258–62. http://dx.doi.org/10.4028/www.scientific.net/amm.157-158.258.

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The importance of collaboration between different design disciplines has been widely researched. Traditionally this is achieved through multidisciplinary design optimization approach. By analysis of the technical problems, this paper provides a new method to facilitate collaborative design, which is based on physical programming and a well-organized negotiation process helps designers rapidly reach a consistent solution. Finally, a design example of hydrodynamic bearing is illustrated to prove the effectiveness of the proposed method.

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Lin, Yu-Tzu, Cheng-Chih Wu i Chiung-Fang Chiu. "The Use of Wiki in Teaching Programming". International Journal of Distance Education Technologies 16, nr 3 (lipiec 2018): 18–45. http://dx.doi.org/10.4018/ijdet.2018070102.

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This article explores the feasibility of employing cooperative program editing tools in teaching programming. A quasi-experimental study was conducted, in which the experimental group co-edited the programs with peers using the wiki. The control group co-edited the programs with peers using only the face-to-face approach. The findings show that the co-editing platform was effective in assisting collaborative learning of programming, especially for program implementation. By observing editing histories, students could compare programs and then reflect more deeply about programming. The use of the wiki history tool also helped to illuminate nonlinear and dynamic procedures utilized in programming. Students who engaged more in the collaborative programming or interacted more with partners on the wiki showed greater program implementation achievements. The major benefit of using the wiki was the enhanced ability to observe the dynamic programming procedure and to encounter programming conflicts, which contributed to the process of procedural knowledge acquisition and elaboration.

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Bowman, Nicholas A., Lindsay Jarratt, KC Culver i Alberto M. Segre. "The Impact of Pair Programming on College Students’ Interest, Perceptions, and Achievement in Computer Science". ACM Transactions on Computing Education 21, nr 3 (10.05.2021): 1–19. http://dx.doi.org/10.1145/3440759.

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Active and collaborative learning has shown considerable promise for improving student outcomes and reducing group disparities. As one common form of collaborative learning, pair programming is an adapted work practice implemented widely in higher education computing programs. In the classroom setting, it typically involves two computer science students working together on the same programming assignment. The present study examined a cluster-randomized trial of 1,198 undergraduates in 96 lab sections. Overall, pair programming had no significant effect on students’ course performance; subject matter interest; plans for future coursework; or their confidence, comfort, and anxiety with computer science. These findings were consistent across various student characteristics, except that students with favorable pretest scores exhibited negative effects from pair programming.

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Sosa-Ceron, Arturo Daniel, Hugo Gustavo Gonzalez-Hernandez i Jorge Antonio Reyes-Avendaño. "Learning from Demonstrations in Human–Robot Collaborative Scenarios: A Survey". Robotics 11, nr 6 (15.11.2022): 126. http://dx.doi.org/10.3390/robotics11060126.

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Human–Robot Collaboration (HRC) is an interdisciplinary research area that has gained attention within the smart manufacturing context. To address changes within manufacturing processes, HRC seeks to combine the impressive physical capabilities of robots with the cognitive abilities of humans to design tasks with high efficiency, repeatability, and adaptability. During the implementation of an HRC cell, a key activity is the robot programming that takes into account not only the robot restrictions and the working space, but also human interactions. One of the most promising techniques is the so-called Learning from Demonstration (LfD), this approach is based on a collection of learning algorithms, inspired by how humans imitate behaviors to learn and acquire new skills. In this way, the programming task could be simplified and provided by the shop floor operator. The aim of this work is to present a survey of this programming technique, with emphasis on collaborative scenarios rather than just an isolated task. The literature was classified and analyzed based on: the main algorithms employed for Skill/Task learning, and the human level of participation during the whole LfD process. Our analysis shows that human intervention has been poorly explored, and its implications have not been carefully considered. Among the different methods of data acquisition, the prevalent method is physical guidance. Regarding data modeling, techniques such as Dynamic Movement Primitives and Semantic Learning were the preferred methods for low-level and high-level task solving, respectively. This paper aims to provide guidance and insights for researchers looking for an introduction to LfD programming methods in collaborative robotics context and identify research opportunities.

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Wang, Chen i Lin. "A Collaborative and Ubiquitous System for Fabricating Dental Parts Using 3D Printing Technologies". Healthcare 7, nr 3 (6.09.2019): 103. http://dx.doi.org/10.3390/healthcare7030103.

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Three-dimensional (3D) printing has great potential for establishing a ubiquitous service in the medical industry. However, the planning, optimization, and control of a ubiquitous 3D printing network have not been sufficiently discussed. Therefore, this study established a collaborative and ubiquitous system for making dental parts using 3D printing. The collaborative and ubiquitous system split an order for the 3D printing facilities to fulfill the order collaboratively and forms a delivery plan to pick up the 3D objects. To optimize the performance of the two tasks, a mixed-integer linear programming (MILP) model and a mixed-integer quadratic programming (MIQP) model are proposed, respectively. In addition, slack information is derived and provided to each 3D printing facility so that it can determine the feasibility of resuming the same 3D printing process locally from the beginning without violating the optimality of the original printing and delivery plan. Further, more slack is gained by considering the chain effect between two successive 3D printing facilities. The effectiveness of the collaborative and ubiquitous system was validated using a regional experiment in Taichung City, Taiwan. Compared with two existing methods, the collaborative and ubiquitous 3D printing network reduced the manufacturing lead time by 45% on average. Furthermore, with the slack information, a 3D printing facility could make an independent decision about the feasibility of resuming the same 3D printing process locally from the beginning.

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Wang, Hong Fei. "Research on Span of Manufacturing Task with Time-Sequence Constraint for Manufacturing Collaborative Alliances". Applied Mechanics and Materials 201-202 (październik 2012): 975–78. http://dx.doi.org/10.4028/www.scientific.net/amm.201-202.975.

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For the manufacturing task of manufacturing collaborative alliances, the relationship between manufacturing task programming and manufacturing resources deployment is analyzed and the model for the span of manufacturing task with time sequence constraint is constructed. The problem of span programming of manufacturing task with time sequence constraint is analyzed by integrating qualitative and quantitative methods from production period for the manufacturing task. The mathematical formulations of influential factors and task span are constructed, and the optimal values of task span are obtained. By analyzing the results of quasi-quantitative study, some meaningful results that benefit to programming for collaborative manufacturing task are achieved.

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Imad, EL-Zakhem. "ASSESSMENT OF COLLABORATIVE METHODS IN LEARNING PRINCIPLES OF PROGRAMMING". International Journal of E-Learning and Educational Technologies in the Digital Media 1, nr 4 (2015): 203–8. http://dx.doi.org/10.17781/p001899.

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Lara-Cabrera, Raúl, Ángel González-Prieto, Fernando Ortega i Jesús Bobadilla. "Evolving Matrix-Factorization-Based Collaborative Filtering Using Genetic Programming". Applied Sciences 10, nr 2 (18.01.2020): 675. http://dx.doi.org/10.3390/app10020675.

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Recommender systems aim to estimate the judgment or opinion that a user might offer to an item. Matrix-factorization-based collaborative filtering typifies both users and items as vectors of factors inferred from item rating patterns. This method finds latent structure in the data, assuming that observations lie close to a low-dimensional latent space. However, matrix factorizations have been traditionally designed by hand. Here, we present Evolutionary Matrix Factorization (EMF), an evolutionary approach that automatically generates matrix factorizations aimed at improving the performance of recommender systems. Initial experiments using this approach show that EMF generally outperforms baseline methods when applied to MovieLens and FilmTrust datasets, having a similar performance to those baselines on the worst cases. These results serve as an incentive to continue improving and studying the application of an evolutionary approach to collaborative filtering based on Matrix Factorization.

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