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Computer programming is a subject that requires problem-solving strategies andinvolves a great number of programming logic activities which pose challenges forlearners. Therefore, providing learning support and guidance is important. Collaborativelearning is widely believed to be an effective teaching approach; it can enhance learners’social interaction and offer a learning environment which provides rich learning experi-ences. However, the social interaction in collaborative learning does not occur automati-cally. Without proper guidance strategies or supporting tools for collaborative learning, thelearning effects can be disappointing. To solve such a problem, a problem posing-basedpracticing strategy was proposed to support the development of a collaborative learningactivity in a computer programming practice course. The students were guided to raisecomputer programming problems to boost the discussion among team members. Theproblems raised in each team were then exchanged and solved by another team to examinethe coding and to provide feedback. To investigate the effectiveness of the proposedapproach, an experiment was conducted in a C# programming course. Two classes ofstudents from a university participated in the experiment. One class with 25 students wasrandomly assigned as the experimental group, and learned with a collaborative learningactivity using the problem posing-based practicing strategy; the other class with 28 stu-dents was the control group, which learned with a conventional collaborative learningactivity. The results show that the proposed strategy benefited the students in terms ofimproving their learning achievement, in particular, their programming skills. Moreover, itwas found that the students who learned with the proposed approach had higher self-efficacy and lower cognitive load than those who learned with the conventional collabo-rative learning approach