Cho, K., & Ali, S. F., & Bang, S. J., & Anwar, S. (2024, June), Shaking The Silos: Impact of Sequential Live Coding on Students' Performance and Perceptions  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47966

\bibitem{asee_peer_47966}
  Cho, K., \& Ali, S. F., \& Bang, S. J., \& Anwar, S. (2024, June), \emph{Shaking The Silos: Impact of Sequential Live Coding on Students' Performance and Perceptions}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--47966

Kwansun Cho, Syeda Fizza Ali, Sung Je Bang, and Saira Anwar.  "Shaking The Silos: Impact of Sequential Live Coding on Students' Performance and Perceptions".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47966 Internet.  15 Dec, 2024

\bibitem{asee_peer_47966}
  Kwansun Cho, Syeda Fizza Ali, Sung Je Bang, and Saira Anwar.
  "Shaking The Silos: Impact of Sequential Live Coding on Students' Performance and Perceptions".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47966 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_47966
author = "Kwansun Cho, Syeda Fizza Ali, Sung Je Bang, and Saira Anwar"
title = "Shaking The Silos: Impact of Sequential Live Coding on Students' Performance and Perceptions"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47966}
number = {10.18260/1-2--47966}
}

TY  - CPAPER
AB  - In today’s era, computer programming is a fundamental skill required of all undergraduate students, especially those in computing and engineering disciplines. Due to the conceptually challenging nature of programming courses, efforts have been made to improve student learning outcomes, and multiple instructional mechanisms that provide hands-on experiences have been proposed. One commonly used mechanism has been dynamic live coding. Although live coding by instructors is an invaluable source of learning, it has certain disadvantages, such as passive attention and limited hands-on experience. Keeping the essence of live coding, we examine the impact of a newly introduced “Sequential Live Coding” strategy on students’ performance. “Sequential Live Coding” differs from traditional live coding in four main aspects: 1) multiple students are selected for each program coding session, 2) live coding is done by the students, where they take turns to complete the program, 3) the students explain their work to the class, and 4) instructor uses the backward lecture style (the completed program is used to lecture) to highlight and expand on the key points of the program in a step by step manner. This paper examines the effectiveness of this approach, focusing on two research questions: 1) Does performance in exams differ between the students who participated in “Sequential Live Coding” and those who did not participate? and 2) What are students’ perceptions regarding “Sequential Live Coding”? The data were collected from 70 students enrolled in two programming courses, i.e., Python and C++. Using convergent parallel mixed methods research design, the study presents the results after triangulating qualitative (end-of-semester questionnaire of students’ perceptions) and quantitative data (students' exam scores). It provides the convergence and divergence of using such activity in two programming courses as part of a real classroom investigation.
AU  - Kwansun Cho
AU  - Syeda Fizza Ali
AU  - Sung Je Bang
AU  - Saira Anwar
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Shaking The Silos: Impact of Sequential Live Coding on Students' Performance and Perceptions
UR  - https://peer.asee.org/47966
DO  - 10.18260/1-2--47966
ER  -