Flipped Classroom Strategies for CS Education

Abstract

The basic principles of a flipped classroom teaching method are to deliver content outside of the class and to move active learning into the classroom. There are many strategies for delivering the content online, such as having instructors prepare online lectures, wrapping the course around a MOOC, and curating online videos from various sources. There are also many strategies for including active learning in the classroom that go beyond providing programming labs, and can include various forms of peer instruction. In this paper we describe our experiences flipping four different computer science classes across multiple semesters over two years. This breadth of experience with classroom flipping has enabled us to compare strategies and approaches and develop an understanding of which approaches appear to work under which circumstances. We discuss how we structured out-of-class preparatory work, how we created or sourced online videos, how we used active learning activities in-class to scaffold skills development and identify students' misconceptions, and how we structured teams for in class activities. This paper contributes a set of flexible strategies to consider for provision of curricular content out-of-class, structuring students' preparatory work, applying active learning of skills and concepts, and leveraging social interaction and peer instruction for CS education. We present the impact of our approaches based upon leading indicators of course evaluations and student surveys. We discuss lessons learned and students' responses to our strategies.

Applying the Flipped Learning Model to an English-Medium Nursing Course

“…In the present study, we found this approach to be effective and the focus-group participants suggested taking quizzes on a weekly basis in the future. In a previous study [21], the quiz/review sessions were found to be useful tools in flipped classrooms for enhancing students' learning, clarifying their misconceptions, and assessing their preparedness for class and their understanding of the content [10].…”

The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension

“…In this respect, Bergmann and Sams (2014) point out that the flipped classroom model has established less lecturing and more activity in the classroom. For example, Rapoport (2013) recommends using classroom time to answer questions students have about the basic material while Maher, Lipford, and Singh (2013) suggest that students spend time in the classroom working on activities that create a learning environment of collaboration with peers. Sharples, et al (2014) add that the classroom environment in the flipped model should be set up to reflect and encourage a shift towards collaboration and group work.…”

“…Another survey administered by Pierce and Fox (2012) revealed that 96% of the respondents agreed that viewing video lectures before class was important, 79% agreed that increased teacher-student interaction was desirable, and 62% expressed a desire for more teachers to use the flipped model. In the study of Maher et al (2013), students generally found flipping to be a more enjoyable learning experience while in the study of Baker (2000), they had a positive perception toward the model, indicating that online resources provided them more control over their learning. Moreover, comments on a survey administered by Ruddick (2012) suggested that students found the online video and PowerPoint materials useful.…”

The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self-Regulated learning skills of university students

“…some think that watching video's or reading outside the classroom and doing discussions in classroom forming the FCR, Sams and Bergmann, (2014) described it as what is done in class done at home, assignments done at home done in class", Maher and Lipford (2015) revised the concept and stated, Not only FCR so that instruction occurred out classroom and student activities occurred in classroom time, also flipped the sequence of learning concepts that students do: first engaging that students with online media and then practicing learning activities skills in class to develop the students' understanding of the concepts and developing skills as well, Milman (2012) went more advanced and saw it as approach make the lessons effective by transferring knowledge via videos and podcasts as by discussions, group works and applications to students. While Bishop and Verleger (2013) reject the definition and define the "Flipped Classroom Strategy FCRS" as "an educational technique that contains two parts: interactive group learning activities inside classrooms, and direct computer-based individual learning outside classrooms" and that view combine of constructivism and behaviorism learning theories.…”