Impact of reward structures in an inverted course

Horton, Diane; Campbell, Jennifer

doi:10.1145/2591708.2602671

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…On the contrary, other studies did not report any learning difference between both methodologies in a variety of courses: Computer Architecture [12], CS1 [41], CS1 with Scala [38] and CS1 with Python [26]. Students' satisfaction has been also studied in many publications, some studies detected improvements (in favor of FC) in different courses: Computer Programming in Meteorology [17], Computer Systems [16] and Databases [46]. In the later study, students from the FC group commented on the increase of their workload.…”

Section: The Use Of Flipped Classroom In Computer Sciencementioning

confidence: 99%

“…Finally, while most of the works mentioned within the scope of CS study full applications of the FC methodology, this work considers a partial application of it. The studies that observed positive results, either in learning outcomes [7], [14], [43], [45] or student's satisfaction [17], [46], mostly seem to deploy the FC approach on practical contents. Only Horton & Campbell's study [46] specifically focuses on an introductory topic about databases.…”

Section: A Increasing the Body Of Experiments About The Use Of Flippmentioning

confidence: 99%

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Increasing Students’ Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course

Urquiza-Fuentes

2020

IEEE Access

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More than twenty years have passed since the term Flipped Classroom was coined. Despite of the increasing interest in this teaching methodology, fields like Computer Science still need more research in order to judge the impact of this methodology in the learning process. This work presents a comparative study between traditional lectures and a partial application of the Flipped Classroom methodology in the subject Language Processors of a Computer Science degree. The study involved 158 students during two weeks and focused on practical contents of the subject. The results show that students in the Flipped Classroom group were more responsible of their learning process, consequently they got significant better learning outcomes either during or at the end of the learning process. Students' satisfaction was highly positive as well. This work increases the amount of experiments about Flipped Classroom within the field of Computer Science. In addition, this work serves as an example of how to begin the transition from traditional lectures to the Flipped Classroom methodology.

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Section: The Use Of Flipped Classroom In Computer Sciencementioning

confidence: 99%

Section: A Increasing the Body Of Experiments About The Use Of Flippmentioning

confidence: 99%

Increasing Students’ Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course

Urquiza-Fuentes

2020

IEEE Access

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“…Several studies have examined the benefits of flipped classroom in higher STEM and computer science education, and reported that the format had a positive impact on student outcomes and syllabus design [9,10,11].…”

Section: Related Workmentioning

confidence: 99%

“…Giannakos et al's [12] lists low-stakes quizzes outside and inside the classroom among successfully employed strategies. Horton et al [11] emphasize the effectiveness of low-stakes prep exercises with a "small-grade reward" leading to higher participation.…”

Section: Related Workmentioning

confidence: 99%

Introducing Low-Stakes Just-in-Time Assessments to a Flipped Software Engineering Course

Erdogmus

Gadgil

Péraire

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Objective: We present a Teaching-as-Research project that implements a new intervention in a flipped software engineering course over two semesters. The short-term objective of the intervention was to improve students' preparedness for live sessions. The long-term objective was to improve their knowledge retention evaluated in time-separated high-stakes assessments. Intervention: The intervention involved adding weekly low-stakes just-in-time assessments to course modules to motivate students to review assigned instructional materials in a timely manner. The assessments consisted of, per course module, two preparatory quizzes embedded within off-class instructional materials and a non-embedded in-class quiz. Method: Embedded assessments were deployed to two subgroups of students in an alternating manner. In-class assessments were deployed to all students. The impact of embedded assessments on in-class assessments and on final exam performance was measured. Results: Embedded assessments improved students' preparedness for live sessions. The effect was statistically significant, but variable. Embedded assessments did not impact long-term knowledge retention assessed on final exam. We have decided to keep the intervention and deploy it to all students in the future.

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“…A study by Horton et al [9] reported that while exam performance increased with flipped classroom, student enjoyment was unaffected. Another study [10] associates performance with grade-based incentives, with variable results when grade incentives are removed. Köppe et al [11] document some common non-grade-related patterns that have proven effective in flipped classrooms.…”

Section: Related Workmentioning

confidence: 99%

Flipping a Graduate-Level Software Engineering Foundations Course

Erdogmus

Péraire

2017

2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SE

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Creating a graduate-level software engineering breadth course is challenging. The scope is wide. Students prefer hands-on work over theory. Industry increasingly values soft skills. Changing software technology requires the syllabus to be technology-agnostic, yet abstracting away technology compromises realism. Instructors must balance scope with depth of learning. At Carnegie Mellon University, we designed a flipped-classroom course that tackles these tradeoffs. The course has been offered since Fall 2014 in the Silicon Valley campus. In this paper, we describe the course's key features and summarize our experiences and lessons learned while designing, teaching, and maintaining it. We found that the pure flipped-classroom format was not optimal in ensuring sufficient transfer of knowledge, especially in remote settings. We initially underestimated teaching assistantship resources. We gradually complemented video lectures and hands-on live sessions with additional live components: easily replaceable recitations that focus on current technology and mini lectures that address application of theory and common wisdom. We also provided the students with more opportunities to share their successes and experiments with their peers. We achieved scalability by increasing the number of teaching assistants, paying attention to teaching assistant recruitment, and fostering a culture of mentoring among the teaching team.

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Impact of reward structures in an inverted course

Cited by 6 publications

References 5 publications

Increasing Students’ Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course

Increasing Students’ Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course

Introducing Low-Stakes Just-in-Time Assessments to a Flipped Software Engineering Course

Flipping a Graduate-Level Software Engineering Foundations Course

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