Enhancing Programming Pair Workshops: The Case of Teacher Pre-Prompting

TL;DR

This study investigates how brief teacher-initiated questions before pair programming sessions can improve student collaboration by fostering structured discussions and shared understanding, based on qualitative analysis of university course videos.

Contribution

It introduces the concept of teacher pre-prompting in programming workshops and identifies five distinct patterns that enhance collaborative learning.

Findings

Pre-prompting fosters structured discussions

Pre-prompts clarify task requirements

Pre-prompts create shared learning opportunities

Abstract

This paper explores the pedagogical potential of "teacher pre-prompting" as a means of guiding student collaboration in programming education. In particular, we investigate how brief teacher-initiated questions posed before students engage in pair programming workshops can help shape problem interpretation and division of labor. Based on qualitative analysis of video data from a university course in systems development, we identify five distinct pre-prompting patterns. Our findings suggest that such prompts can foster structured discussions, clarify task requirements, and create opportunities for shared learning experiences.