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Collaborative learning environments such as programming labs are crucial forlearning experiential hands-on skills such as critical thinking and problemsolving, and peer discussion. In a traditional laboratory setting, many ofthese skills can be practiced through natural interaction (verbal, facial) andphysical co-location. However, during and after a global pandemic, theselearning practices cannot be exercised safely in in-person settings any longerand thus need to be re-imagined for a remote learning environment. Asdiscussions spur about effective remote learning practices, there is an urgencyfor identifying the unique needs demanded by both students and instructorsunder different learning environments. How can we design remote learning tooffer broadly accessible learning, by drawing in-person practices and combiningthem with the power of remote learning solutions? In this case study, wepresent observations of in-person and online versions of 2 introductoryprogramming courses offered before and during the COVID-19 pandemic. Ourobservations reveal certain user needs and interaction practices under 5 themesthat are unique to students' prior experience with the curriculum and academiclevel. We find that the current online video-conferencing platforms cannotfoster collaborative learning among peers, lacks learning ambiance andspontaneous engagement between students and instructors. Based on our findings,we propose design recommendations and intervention strategies to improvecurrent practices in synchronous remote learning that can facilitate a betterlearning environment, particularly for introductory lab courses.

The Other Side of Black Screen: Rethinking Interaction in Synchronous Remote Learning for Collaborative Programming