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1. A Multi-Institutional Exploration of the Social Mobility Potential of Degree Apprenticeships

Author

Smith, Sally, Taylor-Smith, Ella, Fabian, Khristin, Zarb, Mark, Paterson, James, Barr, Matthew, and Berg, Tessa

Abstract

This mixed-method study at six universities asked degree apprentices about their trajectories into the apprenticeship, to better understand the social mobility potential of apprenticeships. The degree apprenticeship offers a route to a degree for apprentices, who are employees studying for a degree. As a new model, little is known about the apprentices: who they are, their journey towards this degree, and whether they fulfil the social mobility aspirations expressed by apprenticeship policymakers. Computing and IT apprentices at six universities in Scotland, UK, were surveyed (n = 160) to ask about their background and previous experience. Interviews (n = 28) were carried out with apprentices studying with one of the institutions, to enquire how their backgrounds impacted on their journey to this point. By taking a multi-institutional approach, the study reports findings across different degree apprenticeships and geographical locations. Apprentices were found to be drawn from all socio-economic groups and represented those new to work and upskillers, already in work. For upskillers, the degree apprenticeship offered a belated opportunity for degree-level study. However, young people recruited into the apprenticeship were disproportionally from more privileged groups. We make recommendations for recruitment and selection processes to increase equality of access to degree apprenticeship places.

Published
2021
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4. An Analysis of Pupil Concerns Regarding Transition into Higher Education

Author

Zarb, Mark, Siegel, Angela A., Barbosa, Simone Diniz Junqueira, Series Editor, Filipe, Joaquim, Series Editor, Kotenko, Igor, Series Editor, Sivalingam, Krishna M., Series Editor, Washio, Takashi, Series Editor, Yuan, Junsong, Series Editor, Zhou, Lizhu, Series Editor, Cristea, Alexandra Ioana, editor, Bittencourt, Ig Ibert, editor, and Lima, Fernanda, editor

Published
2018
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5. Towards an understanding of communication within pair programming

Author

Zarb, Mark and Hughes, Janet

Subjects
004, pair programming, communication, agile, grounded theory, computer science education
Abstract

Pair programming is a software development method which describes two programmers working together on the same computer, sharing one keyboard. This approach requires programmers to communicate frequently, which can lead the pair to experience certain benefits over solo programming, such as faster problem solving and a greater enjoyment of their work (Cockburn and Williams, 2001, Bryant et al., 2006). Many programmers approach their first pairing experience with scepticism, having doubts about their partner’s working habits and programming style, and about the additional communication aspects that this programming style entails (Williams et al., 2000). Despite a significant amount of research into pair programming of over 15 years, it is not evident what communication between the pair contributes to the task of pair programming. This work presents an analytic coding scheme which was derived from the observation of the communication of expert pairs working in industry. Over 35 hours of communication across 11 different pairs was analysed. This coding scheme was further refined to produce industry-inspired pair programming guidelines that assist novice pair programmers to improve their experience of pair communication. Findings indicate that introducing these guidelines to novice student pairs can have a positive impact on their perception of intra-pair communication, and on their perception of their partner’s contribution. Feedback received from expert pairs was used to add detail to the guidelines, which have been made publically available through an online resource.

Published
2014

7. A Case Study of Facebook Use: Outlining a Multi-Layer Strategy for Higher Education

Author

Menzies, Rachel, Petrie, Karen, and Zarb, Mark

Abstract

Many students are looking to appropriate social networking sites, amongst them, Facebook, to enhance their learning experience. A growing body of literature reports on the motivation of students and staff to engage with Facebook as a learning platform as well as mapping such activities to pedagogy and curricula. This paper presents student opinions of the use of a Facebook strategy within higher education through the use of focus groups. Results show that the Facebook strategy is useful in promoting collaborative learning alongside the face-to-face delivery of content. Participants rebuked the perceived blurring of educational and social purposes, which is prevalent in the literature, with the current structure allowing a clear divide between their different uses of the site. The development of further guidelines for the use of Facebook for education is encouraged and recommendations are provided.

Published
2017
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12. Breaking the Communication Barrier: Guidelines to Aid Communication within Pair Programming

Author

Zarb, Mark and Hughes, Janet

Abstract

Pair programming is a software development technique with many cited benefits in learning and teaching. However, it is reported that novice programmers find several barriers to pairing up, typically due to the added communication that is required of this approach. This paper will present a literature review discussing the issue of communication, and through a series of observations with industry-based pairs, will derive a set of guidelines which aim to help novice pairs experience better communication within their pairs. An evaluation of the guidelines with undergraduate students is then reported, showing that exposure to these guidelines improved the self-perceived communication experience of novice pairs.

Published
2015
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37. Diagnosis of Setbacks and Intervention in Introductory Programming at Scale

Author

Scott, Michael, Zarb, Mark, Alshaigy, Bedour, and Ghinea, Gheorghita

Subjects
phil_psy, ComputingMilieux_COMPUTERSANDEDUCATION, edu, cs
Abstract

It can be challenging to support and motivate programming students in introductory contexts. Although computing education in secondary schools now receives more attention, due to advocacy and revised curricula, there is still considerable variance in the programming ability of new undergraduate students. Many have little to no prior experience. As a result, university teaching staff are required to apply pedagogies that are elastic. However, elastic pedagogies, such as soft-scaffolding, are non-trivial to implement in large classes. This means that it is difficult to provide enough challenge to maintain some students’ interest while also being accessible enough to avoid intimidating others, and even more so when diagnosing student setbacks and implementing targeted interventions. To this end, the authors explore practical approaches to diagnosis and intervention in large introductory programming classes. Firstly, using robot challenges and games, such as Lego Mindstorms, SpaceChem and Blockly, as a proxy measures for computational thinking. Secondly, using psychometric instruments on SoScience to evaluate key variables such as: self-concept; mindset; and anxiety; as well as learning style. Thirdly, using Socrative to apply peer instruction methods to identify key areas of difficulty, such as assignment, as early as possible. Such data can be used to diagnose key issues and better inform teaching assistants on in-lab support, the design of peer-review activities, as well as CPD (continuing personal development) activities in small-group tutorials. While the validity and reliability of these approaches remains under investigation by the authors, initial student and staff feedback suggests the approaches are useful.

Published
2017

38. Towards Gender-Inclusive Programming Pedagogy

Author

Alshaigy, Bedour, Scott, Michael, and Zarb, Mark

Subjects
phil_psy, edu, cs
Abstract

It is well documented that there is a gender gap in STEM subjects such as computer science. Declining numbers of female graduates has serious implications for representation in the workforce and consequently the design of technology products. A vast amount of research explores the reasons behind the gap. Some of the reported difficulties include low confidence levels and distorted perception of performances. It is important to recognise that female students can be disproportionately affected by such issues and, while teaching practice should be inclusive, pedagogies should be designed accordingly. The particular challenge associated with low confidence and distorted perception can be explored through the lens of control and value appraisals. Students make self-efficacy attributions in may ways, and sometimes do not make positive appraisals after otherwise positive programming experiences. This has implications on key variables that influence programming anxiety, practice behaviour, and subsequent achievement. However, there are strategies can make students consciously aware of their cognitive behaviour and help them to make constructive appraisals. To this end, the authors explore practices that influence appraisals, leading to changes in self-perceptions and confidence levels in ways that typically lead to improvements in programming achievement, such as: personal robots; media computation; psychological scaffolding; and the “trio of best practice” consisting of contextualisation, peer instruction, and pair programming.

Published
2017

46. Novice Programmers and the Problem Description Effect

Author

Bouvier, Dennis, primary, Lovellette, Ellie, additional, Matta, John, additional, Alshaigy, Bedour, additional, Becker, Brett A., additional, Craig, Michelle, additional, Jackova, Jana, additional, McCartney, Robert, additional, Sanders, Kate, additional, and Zarb, Mark, additional

Published
2016
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