Evaluating an inverted CS1

Campbell, Jennifer; Horton, Diane; Craig, Michelle; Gries, Paul

doi:10.1145/2538862.2538943

Cited by 54 publications

(30 citation statements)

References 15 publications

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“…Our preliminary results reported in [2] do indeed show lower attendance in an inverted offering than a traditional offering. However, the comparison in that paper was across terms where the populations can be expected to differ due to the structure of our CS program.…”

Section: Attendance and Role Of Online Materialssupporting

confidence: 56%

“…These exercises were similar to the online exercises from the traditional offering, but were smaller and more frequent. More details are available in [2], which describes an earlier inverted offering of this same course.…”

Section: The Coursementioning

confidence: 99%

“…2 Most students who intend to pursue a degree in computer science and have little or no prior programming take CS1 in the fall term. For our first comparison of inverted and traditional teaching in CS1, discussed in [2], data on comparable terms was not yet available. The present study extends that preliminary work by comparing two consecutive fall terms, so that the populations are as similar as possible.…”

Section: Online Helpsmentioning

confidence: 99%

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Comparing outcomes in inverted and traditional CS1

Horton

Craig

Campbell

et al. 2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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We compare a traditional CS1 offering with an inverted offering delivered the following year to a comparable student population. We measure student attitudes, grades, and final course outcomes and find that, while students in the inverted offering do not report increased enjoyment and are no more likely to pass, learning as measured by final exam performance increases significantly. This increase is not simply a function of a more onerous inverted offering, as students report spending similar time per week in the traditional and inverted offerings. Contrary to our hypotheses, however, we find no evidence that the the inverted offering disproportionally helps beginners or those not fully fluent in English.

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Section: Attendance and Role Of Online Materialssupporting

confidence: 56%

Section: The Coursementioning

confidence: 99%

Section: Online Helpsmentioning

confidence: 99%

See 1 more Smart Citation

Comparing outcomes in inverted and traditional CS1

Horton

Craig

Campbell

et al. 2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

Self Cite

View full text Add to dashboard Cite

show abstract

“…Campbell et al describe an approach based on the flipped classroom concept with video lectures, labs and assignments [6]. They also used quizzes, contributing to the course grade as we propose for our approach.…”

Section: Related Workdmentioning

confidence: 99%

Interactive Learning

Krusche

Seitz

Börstler

et al. 2017

Proceedings of the Nineteenth Australasian Computing Education Conference

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In large classes, there is typically a clear separation between content delivery in lectures on the one hand and content deepening in practical exercises on the other hand. This temporal and spatial separation has several disadvantages. In particular, it separates students' hearing about a new concept from being able to actually practicing and applying it, which may decrease knowledge retention.To closely integrate lectures and practical exercises, we propose an approach which we call interactive learning: it is based on active, computer based and experiential learning, includes immediate feedback and learning from the reflection on experience. It decreases the time between content delivery and content deepening to a few minutes and allows for flexible and more e cient learning. Shorter exercise cycles allow students to apply and practice multiple concepts per teaching unit directly after they first heard about them.We applied interactive learning in two large software engineering classes with 300 students each and evaluated its use qualitatively and quantitatively. The students' participation increases compared to traditional classes: until the end of the course, around 50 % of the students attend class and participate in exercises. Our evaluations show that students' learning experience and exam grades correlate with the increased participation. While educators need more time to prepare the class and the exercises, they need less time to review exercise submissions. The overall teaching e↵ort for instructors and teaching assistants does not increase.

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“…It is clear that the technique of using in-video quizzes is not novel since they are used by some of the larger MOOC platforms such as Coursera [20] and have been trialled as part of other flipped classroom style investigations [21]. To the best of our knowledge, there is no academic work focusing specifically on in-video quizzes.…”

Section: In-video Quizzesmentioning

confidence: 99%

Investigating Engagement with In-Video Quiz Questions in a Programming Course

Cummins

Beresford

Rice

2016

IEEE Trans. Learning Technol.

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In-video quizzes are common in many distance learning platforms, including those from Coursera and EdX. However the effectiveness of in-video quizzes has not previously been assessed. In this paper we describe the construction and instrumentation of an Interactive Video Lecture Platform to measure student engagement with in-video quizzes. We also investigate the use of in-video quizzes as an approach to mitigate the lack of feedback available to students and lecturers in videos and traditional lectures. Finally, we evaluate the effectiveness of augmenting video with the ability to answer and receive feedback to quiz questions embedded directly within the video. We observed that student engagement with in-video questions was consistently high (71-86%) across two cohorts (N 1 =81, N 2 =84) with a rate of 1 question per 8.7 minutes of video. We identified three broad levels of engagement with the quiz questions and four motivations, including challenge seeking and completionism, which explain some of the observed behaviour. The results from this investigation demonstrate that in-video quizzes were successful in creating an engaging and interactive mode of content delivery. We recommend that in-video quizzes be used to increase the interactivity of video content as well as supporting formative assessment within a flipped classroom environment.

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Evaluating an inverted CS1

Cited by 54 publications

References 15 publications

Comparing outcomes in inverted and traditional CS1

Comparing outcomes in inverted and traditional CS1

Interactive Learning

Investigating Engagement with In-Video Quiz Questions in a Programming Course

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