Students Perceptions in a Flipped Computer Programming Course

Halabi, Osama; Alhazbi, Saleh; El-Seoud, Samir Abou

doi:10.1007/978-3-030-11935-5_8

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…Intrinsic motivation did not impact performance in the flipped classroom [37]. Self study gives more motivation to study programming and it is appreciated more by the students who like self-pace [48]. Students prefer inverted classroom rather than traditional lectures.…”

Section: G Findingsmentioning

confidence: 86%

Flipped Classrooms for Introductory Computer Programming Courses

Sobral¹

2021

IJIET

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Teaching and learning how to program are not easy tasks. Disapproval and dropout rates are a concern for everyone concerned with the topic. Therefore, it is necessary to look for strategies that improve the motivation of students who start a programming course, also improving success rates and decreasing dropout rates. The inverted class model, or flipped classroom, has been used in several experiments, showing very good results. The objectives of this teaching-learning technique is to change the traditional order: students have contact with new subjects before the classroom, using videos, texts or other material, as well as small online tests to check their knowledge. In this way, the face-to-face classes are reserved for discussion, doubts and application of previously acquired knowledge. The purpose of this paper is to analyze the scientific production on Flipped classrooms in introductory programming courses indexed in Elsevier’s Scopus. The sample is composed by 45 articles in total. The results obtained by bibliometric analysis showed when and where those documents are published, who are the authors and what is the focus of said articles. We also analyzed the most cited documents. We made a summary of the articles, namely in what refers to the sample size of the experiences, which programming language is used, in which universities the articles are made, which technology is used, as well as which methods are used in order to create inverted classes and which are the objectives and results of these experiences reported on the articles.. We managed to get a global view of the theme, getting a strong analysis for those who want to use flipped classrooms for teaching programming.

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Section: G Findingsmentioning

confidence: 86%

Flipped Classrooms for Introductory Computer Programming Courses

Sobral¹

2021

IJIET

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“…FC is a method to improve academic performance in computer science courses [10], and some researchers have further explored the effects of other factors in FC on performance, such as cognitive flexibility, problem-solving skills, and flipped learning readiness [53]; student choice [9]; knowledge management and inquiry-based instructional strategies [54]; learning experiences [55]; and collaboration [56]. In addition, FC provides more opportunities for communication [57] or combines SPOC with FC activities implemented in the classroom [58], thus increasing motivation (motivation) to take CS courses.…”

Section: The Effectiveness Of Flipped Classroommentioning

confidence: 99%

Analysing Flipped Classroom Themes Trends in Computer Science Education (2007–2023) Using CiteSpace

Tan Choon Keong,

Gao JiMei

2024

ARASET

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Flipped classroom (FC) overcomes many drawbacks of traditional teaching and has a wide range of applications in the field of (computer science) CS education. Systematically analysing the research themes and keywords of the flipped classroom in CS teaching is of great significance in guiding the improvement of the teaching quality of the flipped classroom. In this study, we used CiteSpace to statistically analyse the data of 229 articles published in the core library of Web of Science from 2007 to July 18, 2023, and visualize author co-citation clustering, and keyword co-occurrence. The results of the study showed that (1) the statistical analysis indicated that the application of flipped classroom in CS education has entered a trough period; (2) based on the cluster of author co-citation network, three research themes of CS flipped implementation, online learning, and skill development were identified in this study. (3) Based on the co-occurrence of keywords, this study identified three research hotspots: integration strategies, flipping effectiveness, and challenges faced.

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“…The responsibility for learning is on the student's side so students can work towards mastery of the material [33]. Students generally perceive the online lectures as helpful [34]: self-study gives more motivation to study programming and it is appreciated more by the students who like self-pace [35]. Some papers refer that students prefer inverted classroom rather than traditional lectures [6] and that the students' enthusiasm for the course increased over the semester [7].…”

Section: Literature Reviewmentioning

confidence: 99%

Flipped Classroom Is Not for Every Kind of Student

Sobral¹

2021

INTED2021 Proceedings

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Flipped classroom is a teaching strategy which has been greatly studied and utilized in various types and areas of teaching. Basically, it means that classes start being taught reverse to traditional classes. The teacher or instructor sends contents to students before lectures, adding the fact that students must study the subject matter before attending class. The advantages are clear: the time that each class takes with the teacher and classmates starts being used not to explain the subject, but for more complex questions which may be put only after clear knowledge of the subject. For this teaching strategy to work it is necessary that students do their homework, and that the teacher sends the correct and interesting study materials to students. In a phase of state of emergency-teaching or mixed teaching (presently and distance) caused by the COVID-19 global pandemic, flipped classroom started being much more used, namely in higher education and in areas such as IT. In this article we analyse 78 students of two IT courses, finding what type of students consulted the study materials sent by the teacher before lectures: we compare the characteristics of students, namely gender, age, course, attendance to classes (synchronous distance classes and laboratory classes at the university), as well as final classifications (divided into 4 levels and dropout). Thus, we will get to know for which type of students the effective use of the flipped classroom strategy may cause efficient learning and who are the students who will never do their previous homework.

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Students Perceptions in a Flipped Computer Programming Course

Cited by 6 publications

References 12 publications

Flipped Classrooms for Introductory Computer Programming Courses

Flipped Classrooms for Introductory Computer Programming Courses

Analysing Flipped Classroom Themes Trends in Computer Science Education (2007–2023) Using CiteSpace

Flipped Classroom Is Not for Every Kind of Student

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