Collaborative learning environments such as programming labs are crucial for learning experiential hands-on skills such as critical thinking and problem solving, and peer discussion. In a traditional laboratory setting, many of these skills can be practiced through natural interaction (verbal, facial) and physical co-location. However, during and after a global pandemic, these learning practices cannot be exercised safely in in-person settings any longer and thus need to be re-imagined for a remote learning environment. As discussions spur about effective remote learning practices, there is an urgency for identifying the unique needs demanded by both students and instructors under different learning environments. How can we design remote learning to offer broadly accessible learning, by drawing in-person practices and combining them with the power of remote learning solutions? In this case study, we present observations of in-person and online versions of 2 introductory programming courses offered before and during the COVID-19 pandemic. Our observations reveal certain user needs and interaction practices under 5 themes that are unique to students' prior experience with the curriculum and academic level. We find that the current online video-conferencing platforms cannot foster collaborative learning among peers, lacks learning ambiance and spontaneous engagement between students and instructors. Based on our findings, we propose design recommendations and intervention strategies to improve current practices in synchronous remote learning that can facilitate a better learning environment, particularly for introductory lab courses.

翻译：在传统的实验室环境中,许多这些技能可以通过自然互动(口头、面部)和物理合用同一地点来实践。然而,在全球大流行病期间和之后,这些学习做法不再能够在人际环境中安全地在人际环境中进行,因此需要重新想象远程学习环境。随着关于有效远程学习做法的讨论的推动,迫切需要查明不同学习环境中学生和教员需要的独特需求,例如批判性思维和解决问题以及同侪讨论。在传统的实验室环境中,我们如何设计远程学习以提供可广泛获取的学习,通过亲自绘制做法并将其与远程学习解决方案的力量相结合?在本案例研究中,我们提出对在COVID-19大流行病之前和期间提供的2个介绍性方案编制课程的面对面和在线版本的观察。我们的观察显示,在5个主题下,用户的某些需要和互动做法是学生在课程和学术层面上的以往经验所特有的。我们发现,目前的在线视频会议平台无法促进同行之间的协作学习,缺乏学习时间和自发性接触,无法在远程学习中提出我们的学生和教员之间更好的学习。