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First-year students' social networks: learning computing with others

First-year students' social networks: learning computing with others First-year students' social networks: learning computing with others Robert McCartney Computer Science and Engineering University of Connecticut Storrs, CT USA Kate Sanders Mathematics and Computer Science Department Rhode Island College Providence, RI USA robert@engr.uconn.edu ksanders@ric.edu ABSTRACT Social theories of education hold that learning depends on students' interactions with others, not just their own individual intelligence and effort. This paper investigates those interactions in more detail. We present the results of a thematic analysis of interviews with twelve computing students near the end of their first year and discuss the types of interactions they have with others that affect their education. 2. BACKGROUND Two areas of work provide the motivation and context for this study: first, the theoretical work on social theories of education, and second, studies of the perspective and cognitive development of first-year university students, particularly in computing. In this section, we consider these two areas in turn. 2.1 Social theories of education Categories and Subject Descriptors K.3.2 [Computers and Education]: Computers and Information Science Education--Computer Science Education Keywords social interaction; learning; first-year 1. INTRODUCTION In this paper, we examine the interactions of first-year computing students with other people. These interactions are primarily face-to-face, although sometimes they http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

First-year students' social networks: learning computing with others

McCartney, Robert; Sanders, Kate
Association for Computing Machinery — Nov 20, 2014
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Datasource
Association for Computing Machinery
Copyright
Copyright © 2014 by ACM Inc.
ISBN
978-1-4503-3065-7
doi
10.1145/2674683.2674694
Publisher site
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Abstract

First-year students' social networks: learning computing with others Robert McCartney Computer Science and Engineering University of Connecticut Storrs, CT USA Kate Sanders Mathematics and Computer Science Department Rhode Island College Providence, RI USA robert@engr.uconn.edu ksanders@ric.edu ABSTRACT Social theories of education hold that learning depends on students' interactions with others, not just their own individual intelligence and effort. This paper investigates those interactions in more detail. We present the results of a thematic analysis of interviews with twelve computing students near the end of their first year and discuss the types of interactions they have with others that affect their education. 2. BACKGROUND Two areas of work provide the motivation and context for this study: first, the theoretical work on social theories of education, and second, studies of the perspective and cognitive development of first-year university students, particularly in computing. In this section, we consider these two areas in turn. 2.1 Social theories of education Categories and Subject Descriptors K.3.2 [Computers and Education]: Computers and Information Science Education--Computer Science Education Keywords social interaction; learning; first-year 1. INTRODUCTION In this paper, we examine the interactions of first-year computing students with other people. These interactions are primarily face-to-face, although sometimes they

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