Abstract

In this paper the authors describe an Information Systems course where paired programming was trialled in the hope of improving both the assessment outcomes and the resourcing of an existing systems design course which incorporated a capstone project. The authors found that it did offer a significant improvement, but the improvements did not match the predicted outcomes, with a number of weaknesses to the model being highlighted. In particular, it was found that paired programming did not reduce teaching load when the group size was reduced.

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