Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction

Gong, Di; Yang, Harrison Hao; Cai, Jin

doi:10.1186/s41239-020-00196-0

Cited by 54 publications

(33 citation statements)

References 47 publications

(73 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students also valued peer learning and more classroom interaction greater, which resulted in a flipped classroom format. Similar results were reported by other scholars as well [29][30][31][32].…”

Section: Introductionsupporting

confidence: 92%

“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

Singh

2020

Education Sciences

View full text Add to dashboard Cite

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures due to the additional time and effort involved, especially so in case of technical subjects such as economics. This study experiments with a flipped classroom design in a first-year undergraduate economics course. The research was motivated by the fact that many undergraduate economics students do not engage with traditional lectures. They fail to acquire critical thinking, data handling and reasoning skills, which are thought to be at the core of the economics curriculum. In this flipped classroom format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to active learning pedagogies including quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. In order to evaluate the effectiveness of the flipped classroom format, I compared the final exam scores of students in the flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, students in the flipped classroom format were 1.61 times less likely to fail in the module as compared to students in a traditional classroom format. This format also resulted in better student engagement, more flexibility and enhanced student–tutor interactions within the classroom.

show abstract

Section: Introductionsupporting

confidence: 92%

“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

Singh

2020

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Students also valued greater peer learning and more classroom interaction, which resulted in a flipped classroom format. Similar results were reported by other scholars as well [23,24,25,26].…”

Section: Introductionsupporting

confidence: 92%

“A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

Singh¹

2020

Preprint

View full text Add to dashboard Cite

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

show abstract

“…The student perspective is especially important when new teaching approaches are used and when new technologies are being introduced (Arthur, 2009;Crews & Butterfield, 2014;Van Wart, Ni, Ready, Shayo, & Court, 2020). With the renewed interest in "active" education in general (Arruabarrena, Sánchez, Blanco, et al, 2019;Kay, MacDonald, & DiGiuseppe, 2019;Nouri, 2016;Vlachopoulos & Makri, 2017) and the flipped classroom approach in particular (Flores, del-Arco, & Silva, 2016;Gong, Yang, & Cai, 2020;Lundin, et al, 2018;Maycock, 2019;McGivney-Burelle, 2013;O'Flaherty & Phillips, 2015;Tucker, 2012) along with extraordinary shifts in the technology, the student perspective on online education is profoundly important. What shapes students' perceptions of quality integrate are their own sense of learning achievement, satisfaction with the support they receive, technical proficiency of the process, intellectual and emotional stimulation, comfort with the process, and sense of learning community.…”

Section: Introductionmentioning

confidence: 99%

Integrating students’ perspectives about online learning: a hierarchy of factors

Wart¹,

Ni²,

Medina³

et al. 2020

Int J Educ Technol High Educ

View full text Add to dashboard Cite

This article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

show abstract

Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction

Cited by 54 publications

References 47 publications

“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

“A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

Integrating students’ perspectives about online learning: a hierarchy of factors

Contact Info

Product

Resources

About