A Multi-institutional Study of Peer Instruction in Introductory Computing

Porter, L., Bouvier, D., Cutts, Q. , Grissom, S., Lee, C., McCartney, R., Zingaro, D. and Simon, B. (2016) A Multi-institutional Study of Peer Instruction in Introductory Computing. In: 47th ACM Technical Symposium on Computing Science Education (SIGCSE '16), Memphis, TN, USA, 2-5 March 2016, ISBN 9781450336857 (doi: 10.1145/2839509.2844642)

135493.pdf - Accepted Version



Peer Instruction (PI) is a student-centric pedagogy in which students move from the role of passive listeners to active participants in the classroom. Over the past five years, there have been a number of research articles regarding the value of PI in computer science. The present work adds to this body of knowledge by examining outcomes from seven introductory programming instructors: three novices to PI and four with a range of PI experience. Through common measurements of student perceptions, we provide evidence that introductory computing instructors can successfully implement PI in their classrooms. We find encouraging minimum (74%) and average (92%) levels of success as measured through student valuation of PI for their learning. This work also documents and hypothesizes reasons for comparatively poor survey results in one course, highlighting the importance of the choice of grading policy (participation vs. correctness) for new PI adopters.

Item Type:Conference Proceedings
Keywords:Peer Instruction, PI, Instructor, Lecturer, Adoption
Glasgow Author(s) Enlighten ID:Cutts, Professor Quintin
Authors: Porter, L., Bouvier, D., Cutts, Q., Grissom, S., Lee, C., McCartney, R., Zingaro, D., and Simon, B.
College/School:College of Science and Engineering > School of Computing Science
Copyright Holders:Copyright © 2016 ACM
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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