The Other Side of Black Screen: Rethinking Interaction in Synchronous Remote Learning for Collaborative Programming

TL;DR

This paper examines the limitations of current remote collaborative programming education during the pandemic and offers design recommendations to enhance synchronous online learning experiences.

Contribution

It provides a case study comparing in-person and remote programming courses, identifying unique interaction needs and proposing strategies to improve remote collaborative learning.

Findings

Current online platforms lack spontaneous peer interaction.

Remote learning environments miss the ambiance of in-person labs.

Design recommendations can improve remote collaborative programming education.

Abstract

Collaborative learning environments such as programming labs are crucial for learning experiential hands-on skills such as critical thinking and problem solving, and peer discussion. In a traditional laboratory setting, many of these skills can be practiced through natural interaction (verbal, facial) and physical co-location. However, during and after a global pandemic, these learning practices cannot be exercised safely in in-person settings any longer and thus need to be re-imagined for a remote learning environment. As discussions spur about effective remote learning practices, there is an urgency for identifying the unique needs demanded by both students and instructors under different learning environments. How can we design remote learning to offer broadly accessible learning, by drawing in-person practices and combining them with the power of remote learning solutions? In this case study, we present observations of in-person and online versions of 2 introductory programming courses offered before and during the COVID-19 pandemic. Our observations reveal certain user needs and interaction practices under 5 themes that are unique to students' prior experience with the curriculum and academic level. We find that the current online video-conferencing platforms cannot foster collaborative learning among peers, lacks learning ambiance and spontaneous engagement between students and instructors. Based on our findings, we propose design recommendations and intervention strategies to improve current practices in synchronous remote learning that can facilitate a better learning environment, particularly for introductory lab courses.