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

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dc.contributor.authorVickery, Morgan
dc.contributor.authorMithun, Shamima
dc.contributor.departmentComputer Information and Graphics Technology, School of Engineering and Technology
dc.date.accessioned2023-11-07T18:22:38Z
dc.date.available2023-11-07T18:22:38Z
dc.date.issued2022
dc.description.abstractThis 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.
dc.eprint.versionFinal published version
dc.identifier.citationVickery, M., & Mithun, S. (2022). Novice Versus Advanced Undergraduate Computing Students’ Engagement in Collaboration in an Online Flipped Classroom. Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022. 2072-2073. https://repository.isls.org//handle/1/8720
dc.identifier.urihttps://hdl.handle.net/1805/36975
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciences
dc.relation.journalProceedings of the 16th International Conference of the Learning Sciences - ICLS 202
dc.rightsPublisher Policy
dc.sourcePublisher
dc.subjectstudent engagement
dc.subjectcollaborative learning activities
dc.subjectdata science courses
dc.subjectmultidimensional perspective
dc.subjectinstructional design
dc.titleNovice Versus Advanced Undergraduate Computing Students’ Engagement in Collaboration in an Online Flipped Classroom
dc.typeArticle
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