This OER explores novice programmers’ experiences of pair programming across face-to-face, hybrid, and remote settings. It provides insights into collaboration, role switching, satisfaction, and challenges, helping educators and students understand how to effectively prepare learners for modern hybrid software development environments.
This resource provides evidence-informed insights into how novice programmers experience pair programming in face-to-face, hybrid, and remote contexts. As software development teams increasingly adopt flexible and distributed ways of working, educators need approaches that prepare students for effective collaboration beyond the traditional classroom. This OER highlights the benefits and challenges associated with different pair programming environments, enabling educators and learners to make informed decisions about how collaborative programming activities are designed and facilitated.
A key benefit of the resource is that it draws on authentic experiences of novice programmers, offering practical guidance on factors that influence successful collaboration. The findings highlight differences in role switching, session duration, satisfaction levels, communication patterns, and the need for structured breaks and clear processes in hybrid and remote settings. By understanding these dynamics, educators can better support students in developing teamwork, communication, problem-solving, and professional skills that align with contemporary software engineering practice.
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The Technological University of the Shannon (TUS) Compendium of Approaches to Integrating Digital Competencies into the Curriculum exemplifies the University’s commitment to embedding digital capability development across teaching, learning, and assessment.
