Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

Hopcan, Sinan; Polat, Elif; Albayrak, Ebru

doi:10.1007/s10639-022-11055-y

Cited by 6 publications

(3 citation statements)

References 74 publications

(63 reference statements)

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“…Researchers aiming to maximise the visibility and impact of their work should consider Academic Medicine as a potential outlet for publication. Previous studies analysing research trends in e‐learning in medical education also identified BMC Medical Education, Academic Medicine, Medical Teacher and Telemedicine and E‐health as the top publication sources (Hopcan et al., 2023; Sweileh, 2021). Choosing the right journal involves considering factors such as the journal's scope, its target audience, the relevance of the research to the journal's focus, and its reputation within the academic community.…”

Section: Discussionmentioning

confidence: 99%

Trends and insights in e‐learning in medical education: A bibliometric analysis

Oluwadele,

Singh,

Adeliyi

2023

Review of Education

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Medical education is vital in producing competent healthcare professionals and advancing medical knowledge. The integration of e‐learning has emerged as a transformative approach to enhance medical education by improving accessibility, cost‐effectiveness and interactive learning experiences. With the COVID‐19 pandemic further accelerating e‐learning adoption, analysing the trends, publication collaborations and publication patterns in this domain is crucial. This study conducted a bibliometric analysis of published documents on the Scopus database in e‐learning in medical education to explore the trends in scientific productivity. Publications in the domain has sporadically increased since the onset of the COVID‐19 pandemic. The pandemic introduces a changing focus in research and emerging trends, with COVID‐19 becoming a dominant topic and emerging theme. A collaborative research environment exists between authors; however, there is a divide between developed and developing countries in publication distribution, emphasising the need for equitable participation. This study contributes to a comprehensive understanding of e‐learning in medical education, emphasising collaboration, publication patterns, emerging trends, and the impact of the COVID‐19 pandemic. Researchers can leverage these findings to advance e‐learning in medical education and enhance the quality of medical training and education. Context and implications Rationale for this study The COVID‐19 pandemic reshaped medical education, emphasising e‐learning's potential for teaching and learning continuity during lockdowns. Bibliometric analysis is needed to examine trends in e‐learning within medical education. Why the new findings matter The landscape of publications in e‐learning in medical education has changed; the bibliometric analysis of trends in the domain reveals key themes, pandemic response, challenges and opportunities to inform future research in the domain. Implications for educational researchers and policy makers Funders and institutions need to encourage collaboration between developed and developing countries to bridge the publication disparities in the domain. Developed countries can share resources, while developing countries bring fresh perspectives in their context. It is important for educators and researcher in medical education to report the implementation of e‐learning with specific details on the critical success factor of e‐learning in their context. This can provide a baseline for others to understand how to optimise the implementation of e‐learning to make it more suitable in their context.

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Section: Discussionmentioning

confidence: 99%

Trends and insights in e‐learning in medical education: A bibliometric analysis

Oluwadele,

Singh,

Adeliyi

2023

Review of Education

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“…In the flipped environment, students watch pre‐lesson videos, review documents, or find things out about the course content independently. By doing this, learners need to find solutions with the teacher's support [46, 94, 95]. In the online flipped environment, on the other hand, learners communicate with the teacher digitally, and getting feedback is essential for increasing the quality of learning [93].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

Polat

Hopcan

Albayrak

et al. 2022

Comp Applic In Engineering

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The purpose of this study was to examine how the flipped learning readiness, engagement, autonomous learning, and computing achievements of university students in an online flipped classroom differ according to gender and feedback groups (verbal, written, and grade reporting) before and after a computing course. An 8-week application was conducted with 104 university students enrolled Computing course at a state university, İstanbul, Turkey.Students were randomly assigned to three different feedback groups. An experimental design was used in this study and quantitative data was collected. Students did homework and written/verbal or grade feedback was given to students through Moodle. A flipped learning readiness scale, computing achievement test, online student engagement scale, and autonomous learning scale were given to participants as pretests and posttests. The results showed that computing academic achievement, flipped learning readiness, and engagement variables increased significantly. There were differences in online engagement regarding gender but no difference between feedback types. The research includes suggestions for future studies.

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“…The use of digital educational resources of online technology in teaching programming improves the quality of training, and motivation promotes the development of project skills and teamwork [4,5,6,7,8]. The quarantine period has shown the possibility of using digital educational resources (DER) in the educational process, however, in the post-quarantine period, the use of DER is optional.…”

Section: Introductionmentioning

confidence: 99%

Computer Science Teachers' Perception of Digital Educational Resources on Algorithmization and Programming

Assainova,

Rakhimbekova,

Abykenova

2023

PBK

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Algorithmization and programming are important and necessary components of computer science education at school, which begin in the fifth grade. Online education during the COVID-19 pandemic has shown the possibilities of using digital educational resources for teaching schoolchildren. The purpose of this study is to study teachers' perception of digital educational resources on algorithmization and programming as in the case of secondary schools fifth grades.23 computer science teachers have been interviewed on a questionnaire including questions about the experience of using digital educational resources. The results showed a positive attitude of teachers toward the use of digital educational resources, but not everyone uses the resource as a separate learning tool. Computer science teachers have determined that a digital educational resource should include video tutorials and practical tasks related to life situations. Teachers identify different conditions for the use of resources in teaching computer science in the 5th grade. More than half of the teachers can develop a digital educational resource, but they do not use it at every lesson. Digital educational technologies can significantly increase the effectiveness of learning algorithmization and programming, which determines the importance of integrating online technologies into the teaching system in the secondary school classrooms.

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Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

Cited by 6 publications

References 74 publications

Trends and insights in e‐learning in medical education: A bibliometric analysis

Trends and insights in e‐learning in medical education: A bibliometric analysis

Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

Computer Science Teachers' Perception of Digital Educational Resources on Algorithmization and Programming

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