Formal learning groups in an introductory CS course: a qualitative exploration.

In this paper we present an exploratory study on students' learning experiences with formal learning groups in an introductory Computer Science course. To provide insights into ways to make learning groups productive in this setting, we report on the properties of learning groups that students indicated as more or less effective for various reasons. Additionally, we explore the impact of specific learning group characteristics such as the ratio of male to female students, length of time in the group, and inclusion of students with varying levels of knowledge and experience.