Abstract
Two undergraduate computer science instructors at the University of Southern California combined a first and a second year course so that students could work on projects whose scope was larger than that of traditional course assignments. An Activity Theory (AT) framework was used to frame the analysis, to understand interactions between teams and tools, quantity and chronology of contributions, and correlations between work and achievement. Two undergraduate computer science classes from two different courses participated in the Joint Coding Project (JCP). The first year course (CSCI 105) emphasized user-interfaces and the second year course focused on architecture (CSCI2O1). All students used Subversion (VCS) for coding collaboration and Wikis for design documentation collaboration. Code creation and update activity patterns in the version control system were analyzed to understand the teams' work schedules and their effect on team grades. The result shows team performance and the numbers of students per team whose individual coding activity exceeded the class average activity during the last three days before the VI release.
Original language | English |
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Pages (from-to) | 56-63 |
Number of pages | 8 |
Journal | Computers in Education Journal |
Volume | 21 |
Issue number | 4 |
State | Published - Oct 2011 |