.png){kind=icon}
.png){kind=icon}
Return
Knowledge transfer in pair programming: An in-depth analysis
.png){kind=icon}
OA
AI
DOI：10.1016/j.ijhcs.2014.09.001.png)
.png){kind=icon}
.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Whilst knowledge transfer is one of the most widely-claimed benefits of pair programming, little is known about how knowledge transfer is achieved in this setting. This is particularly pertinent for novice-expert constellations, but knowledge transfer takes place to some degree in all constellations. We ask what does it take to be a good expert and how can a novice best learn from a more experienced developer?. An in-depth investigation of video and audio excerpts of professional pair programming sessions using Interaction Analysis reveals: six teaching strategies, ranging from giving direct instructions to subtle hints; and challenges and benefits for both partners. These strategies are instantiations of some but not all teaching methods promoted in cognitive apprenticeship; novice articulation, reflection and exploration are not seen in the data. The context of pair programming influences the strategies, challenges and benefits, in particular the roles of driver and navigator and agile prioritisation which considers business value rather than educational progression. Utilising these strategies more widely and recognizing the challenges and benefits for both partners will help developers to maximise the benefits from pairing sessions. (C) 2014 Elsevier Ltd. All rights reserved.
Keywords:
Pair programming
Knowledge transfer
Interaction analysis
Cognitive apprenticeship
Qualitative analysis
AI Summary
Key information extracted from the uploaded paper, including a brief overview, abstract, background, key highlights, visual analysis, and future outlook.
Journal
I
IF:
5.1
Papers:
2.8K
Citations:
8.9K