[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595420-105":59,"doc-detail-595420-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","extreme-programming-in-a-bioinformatics-class-abstract","Extreme Programming in a Bioinformatics Class - Abstract","","The paper addresses the need for robust college-level bioinformatics courses and presents a course designed around cooperative learning principles derived from Extreme Programming (EP), a computer software production model. The EP classroom model used paired work, role switching across labs, partner interdependence, and individual accountability. In a study of 18 students, weekly randomized pairings and post-lab feedback were analyzed using repeated-measures ANOVA. Pair work produced the highest ease and satisfaction ratings, with no differences by degree level or prior technology experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/extreme-programming-in-a-bioinformatics-class-abstract/595420/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/extreme-programming-in-a-bioinformatics-class-abstract/595420.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the course structured using Extreme Programming principles?","Question",{"text":112,"@type":113},"Students worked in pairs, switched roles between labs, practiced partner interdependence, and maintained individual accountability. Pairings were created randomly each week and after each lab.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What statistical method was used to analyze student responses?",{"text":117,"@type":113},"The study used a repeated-measures ANOVA (RM-ANOVA) design to assess ease and satisfaction with partners, materials, and technology.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the results differ between undergraduate and graduate students or by prior technology experience?",{"text":121,"@type":113},"No differences were found in reported ease or satisfaction between undergraduate and graduate students, or between students with prior technology experience and those without.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595420,1792317152,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","“Extreme Programming” in a Bioinformatics Class  \nScott Kelley, Christianna Alger*, Douglas Deutschman  \nSan Diego State University,5500 Campanile Dr. Mail Code 1153  \nSan Diego, CA 92182  \nEmail: [calger@mail.sdsu.edu](calger@mail.sdsu.edu)  \n*Corresponding author  \nAbstract: The importance of Bioinformatics tools and methodology in modern biological research underscores the need for robust and effective courses at the college level. This paper describes such a course designed on the principles of cooperative learning based on a computer software industry production model called ―Extreme Programming‖(EP). The classroom version of EP included: working in pairs, switching roles between labs, partner interdependence and individual accountability. New pairings were created at random each week and at the completion of each lab, students (n=18) indicated their satisfaction and frustration levels with working with partners, the materials, and the technology. We used a Repeated Measures-ANOVA (RM-ANOVA) statistical design to provide statistical power with a modest number of subjects. Students consistently rated working with a pair highest in terms of both ease and satisfaction, regardless of prior programming and technology experience. We found no differences in reported ease or satisfaction between undergraduate and graduate students, or between students with prior experience with technology. Surprisingly, we found that students rated the more difficult computer programming part of the course higher than the web-based exercises. The Extreme Programming cooperative model appears to be very appropriate for Bioinformatics classes, and can be easily implemented in computational labs to enhance student satisfaction and potentially maximize the use of computer workstations.  \nKeywords: bioinformatics, Python, analysis of variance (ANOVA)  \nIntroduction  \nBioinformatics has become an integral facet of modern biological research. Academics and biotechnology companies rely heavily on a vast assortment of bioinformatics tools to analyze a virtual flood of biological data, from genome sequence to xray crystal structures, being dumped into computer databases (Kaminski, 2000) . Bioinformatics tools are used to perform DNA and protein sequence searching (Altschul et al., 1997), sequence alignment (Chenna et al., 2003), molecular structure prediction (Akmaev et al., 1999; Chivian et al., 2005), evolutionary relationship analysis (Ronquist and Huelsenbeck, 2003), gene expression (Slonim, 2002), and many other applications to generate or test hypotheses. The recent development of simple, yet powerful, programming languages (e.g., Perl and Python) has also opened the door for biologists with little formal computer science education to develop functional bioinformatics software (Gentleman et al., 2004). Biotechnology companies have invested heavily in bioinformatics research, and scientists trained in bioinformatics software tools and/or programming are often hot commodities in the biotechnology industry.  \nThe importance of bioinformatics tools and methodology in modern biological research underscores the need for robust and effective courses in  \ncollege level bioinformatics. In our experience, however, the typical biology student has limited exposure to computational biology and little or no programming background. Indeed, we often find that both undergraduate and graduate biology students express some distaste for computer work. Given the increasing emphasis placed on bioinformatics and technology in biological research, it is therefore important to provide an educational experience that maximizes learning and fosters student motivation.  \nIn computer labs at the college level, students typically work on their own computers to learn software or write programming code. This is true of all the biology computer lab courses (e.g., bio-statistics, conservation ecology, and population genetics) at San Diego State University where the study took place. H","cbCaitAtPemwmC55","https://ap.wps.com/l/cbCaitAtPemwmC55","pdf",204940,"English","# Abstract\n# Introduction\n## Bioinformatics tools and educational need\n## Cooperative learning background\n## Study aim and course design","[{\"question\":\"How was the course structured using Extreme Programming principles?\",\"answer\":\"Students worked in pairs, switched roles between labs, practiced partner interdependence, and maintained individual accountability. Pairings were created randomly each week and after each lab.\"},{\"question\":\"What statistical method was used to analyze student responses?\",\"answer\":\"The study used a repeated-measures ANOVA (RM-ANOVA) design to assess ease and satisfaction with partners, materials, and technology.\"},{\"question\":\"Did the results differ between undergraduate and graduate students or by prior technology experience?\",\"answer\":\"No differences were found in reported ease or satisfaction between undergraduate and graduate students, or between students with prior technology experience and those without.\"}]","Extreme Programming in a Bioinformatics Class - Abstract | PDF",1792081105]