Novice Versus Advanced Undergraduate Computing Students’ Engagement in Collaboration in an Online Flipped Classroom

Abstract

This paper explores students' engagement in collaborative learning activities within two data science courses (one introductory and one advanced) taught synchronously online during the 2020-2021 academic year. Here, we draw on a multidimensional perspective of student engagement to understand novice and advanced computing students' collaborative learning practices and propose instructional design elements informed by students’ unique needs and the limitations of the virtual format.