Combining Collaborative Reflection based on Worked-Out Examples with Problem-Solving Practice: Designing Collaborative Programming Projects for Learning at Scale

Abstract

Computer science pedagogy has overwhelmingly favored problem-solving practice over methods of engagement like worked-out example study especially in advanced classes. This is due to the belief that while these alternative methods may improve student conceptual learning, they may leave them less able to perform on authentic problem-solving tasks from a lack of hands-on practice. In this paper, we perform a direct comparison of this trade-off in a synchronous collaborative programming project by adjusting the boundary between problem-solving and collaborative reflection based on a worked-out example while keeping the total time on task constant. We find that the more time students spent on worked example study, the more was the observed improvement in the pre- to post-test scores with no significant difference in performance on a subsequent problem-solving task. These results, therefore, challenge the dominant place of problem-solving practice in the advanced curricular context and inform the design of collaborative programming projects at scale.