Supporting collaborative learning by scaffolded meetings in the university programming courses

Abstract

Hundreds of students sign up for programming courses in the hopes of getting credits on their certificates and an advantage in the job market. However, the pass rate for the course that challenges perseverance varies between 52% and 69%. This study presents information about collaboration advantages and challenges in an undergraduate programming course. Groups were supported by the six scaffolded meetings to tackle the dropout rates.

In autumn 2022 nine groups were formed from the university students to perform programming course using collaborative learning approach. Programming course lasted for 14 weeks and included 11 demo assignments and project. During the six scaffolded meetings data was collected and then ana-lysed using qualitative data-driven analysis.

Students experienced several advantages and challenges even scaffolded meetings were constructed to support collaboration. Collaboration gave peer-support and relationship level support for the students. Students experienced scaffolded meetings helpful, but they would still have needed more help to interaction and to shared acknowledge.

More research is needed about collaborative learning in the university context. Results indicate that university students need support and guidance how to work collaboratively. Collaborative skills are needed at all levels of education and in working life.