Harding, T. (2014, June), Experiences of Using a Collaborative Programming Editor in a First-Year Programming Course  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20464

\bibitem{asee_peer_20464}
  Harding, T. (2014, June), \emph{Experiences of Using a Collaborative Programming Editor in a First-Year Programming Course}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20464

Troy Harding.  "Experiences of Using a Collaborative Programming Editor in a First-Year Programming Course".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20464 Internet.  24 Apr, 2024

\bibitem{asee_peer_20464}
  Troy Harding.
  "Experiences of Using a Collaborative Programming Editor in a First-Year Programming Course".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20464 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_20464
author = "Troy Harding"
title = "Experiences of Using a Collaborative Programming Editor in a First-Year Programming Course"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20464}
number = {10.18260/1-2--20464}
}

TY  - CPAPER
AB  -                Experiences of Using a Collaborative                Programming Editor in a First-Year                      Programming CourseABSTRACTRecent research has demonstrated that collaborative learning can be an effective method forengaging millennial students. This paper highlights experiences of using a collaborative editor tofacilitate learning in a first-year programming course. The paper will describe how thecollaborative editor was customized for the class and how it was utilized by the teacher and thestudents. The Web-based editor allowed students to see and edit the same program file and thenexecute the program individually without leaving the web browser. The editor became aneffective classroom tool in the flipped learning model utilized in this course. Qualitative datawere collected through the use of observations and surveys. The author discusses what waslearned about the impact on students’ attitudes, learning and quality of work for this class.Challenges are also described, as well as recommendations for enhancements.
AU  - Troy Harding
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Experiences of Using a Collaborative Programming Editor in a First-Year Programming Course
UR  - https://peer.asee.org/20464
DO  - 10.18260/1-2--20464
ER  -