Collaborative work as a didactic strategy for teaching/learning programming: a systematic literature review

Oscar Revelo Sánchez, César A. Collazos Ordóñez, Javier A. Jiménez-Toledo Jiménez Toledo


The incorporation of Collaborative Work into programming courses has been identified as a potential strategy that could maximize student participation and have a positive impact on learning. In the consulted sources, no study has been found to collect and analyze the results of research on this subject using a systematic method. To try to fill this gap, a systematic literature review was conducted with the aim of summarizing the studies on the use of Collaborative Work as a didactic strategy for teaching/learning programming. Initially, through a search in four (4) databases of scientific publications, 95 studies published in the last five (5) years were obtained. After careful analysis of each one of them, only 40 were found to meet the review requirements. This analysis resulted in the synthesis of eleven (11) Collaborative Learning Techniques (CLT) that implement such strategy. Subsequently, they were grouped into 19 common names of strategies found in the documents, i.e. the collaborative strategies or techniques associated with each study. The review also showed a significant amount of contributions from the research community that constitute an important basis for future work. This demonstrates that Collaborative Work is increasingly consolidated as a valid and relevant didactic strategy, not only in programming teaching/learning, but also in other areas of knowledge including computer science.


Collaborative Learning; Teaching/Learning; Programming; Systematic Review; Collaborative Work.

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