Success Factors of Automated Programming Assessment Systems in Different Learning Environments

Abstract

This study examines the University of Oulu, Finland teaching staff's experiences of flipped teaching. Flipped teaching transposes the locations so that students watch recorded lectures or read and view other materials on their own time and participate in learning activities in the classroom. Flipped teaching facilitates communal learning, which enables students to support each other and benefit from interaction with the teacher. However, there is little research about flipped teaching from the perspective of teachers in higher education. In this study, most teachers reported positive experiences of the method, particularly regarding the interaction between teachers and students. Teachers require both pedagogical and technological support as well as a sufficient allocation of time to course design, particularly in the beginning stages of implementation. To ensure the successful implementation of flipped teaching, it is important to monitor the pre-class activities of students to ensure they are studying the materials provided.