TY - GEN
T1 - Evaluating the effectiveness of flipped classrooms for teaching CS1
AU - Amresh, Ashish
AU - Carberry, Adam R.
AU - Femiani, John
PY - 2013
Y1 - 2013
N2 - An alternative to the traditional classroom structure that has seen increased use in higher education is the flipped classroom. Flipping the classroom switches when assignments (e.g. homework) and knowledge transfer (e.g. lecture) occur. Flipped classrooms are getting popular in secondary and post-secondary teaching institutions as evidenced by the marked increase in the study, use, and application of the flipped pedagogy as it applies to learning and retention. The majority of the courses that have undergone this change use applied learning strategies and include a significant "learning-by- doing" component. The research in this area is skewed towards such courses and in general there are many considerations that educators ought to account for if they were to move to this form of teaching. Introductory courses in computer programming can appear to have all the elements needed to move to a flipped environment; however, initial observations from our research identify possible pitfalls with the assumption. In this work in progress the authors discuss early results and observations of implementing a flipped classroom to teach an introductory programming course (CS1) to engineering, engineering technology, and software engineering undergraduates.
AB - An alternative to the traditional classroom structure that has seen increased use in higher education is the flipped classroom. Flipping the classroom switches when assignments (e.g. homework) and knowledge transfer (e.g. lecture) occur. Flipped classrooms are getting popular in secondary and post-secondary teaching institutions as evidenced by the marked increase in the study, use, and application of the flipped pedagogy as it applies to learning and retention. The majority of the courses that have undergone this change use applied learning strategies and include a significant "learning-by- doing" component. The research in this area is skewed towards such courses and in general there are many considerations that educators ought to account for if they were to move to this form of teaching. Introductory courses in computer programming can appear to have all the elements needed to move to a flipped environment; however, initial observations from our research identify possible pitfalls with the assumption. In this work in progress the authors discuss early results and observations of implementing a flipped classroom to teach an introductory programming course (CS1) to engineering, engineering technology, and software engineering undergraduates.
KW - Computing self-efficacy
KW - Flipped classroom
KW - Introductory programming
KW - Learning with video
UR - http://www.scopus.com/inward/record.url?scp=84893216717&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84893216717&partnerID=8YFLogxK
U2 - 10.1109/FIE.2013.6684923
DO - 10.1109/FIE.2013.6684923
M3 - Conference contribution
AN - SCOPUS:84893216717
SN - 9781467352611
T3 - Proceedings - Frontiers in Education Conference, FIE
SP - 733
EP - 735
BT - 2013 Frontiers in Education Conference
T2 - 43rd IEEE Annual Frontiers in Education Conference, FIE 2013
Y2 - 23 October 2013 through 26 October 2013
ER -