Abstract

An alternative to the traditional classroom structure that has seen increased use in higher education is the flipped classroom. Flipping the classroom switches when assignments (e.g. homework) and knowledge transfer (e.g. lecture) occur. Flipped classrooms are getting popular in secondary and post-secondary teaching institutions as evidenced by the marked increase in the study, use, and application of the flipped pedagogy as it applies to learning and retention. The majority of the courses that have undergone this change use applied learning strategies and include a significant "learning-by- doing" component. The research in this area is skewed towards such courses and in general there are many considerations that educators ought to account for if they were to move to this form of teaching. Introductory courses in computer programming can appear to have all the elements needed to move to a flipped environment; however, initial observations from our research identify possible pitfalls with the assumption. In this work in progress the authors discuss early results and observations of implementing a flipped classroom to teach an introductory programming course (CS1) to engineering, engineering technology, and software engineering undergraduates.

Original languageEnglish (US)
Title of host publicationProceedings - Frontiers in Education Conference, FIE
Pages733-735
Number of pages3
DOIs
StatePublished - 2013
Event43rd IEEE Annual Frontiers in Education Conference, FIE 2013 - Oklahoma City, OK, United States
Duration: Oct 23 2013Oct 26 2013

Other

Other43rd IEEE Annual Frontiers in Education Conference, FIE 2013
CountryUnited States
CityOklahoma City, OK
Period10/23/1310/26/13

Fingerprint

Teaching
classroom
Engineering technology
Computer programming
Software engineering
engineering
Education
Switches
programming
homework
knowledge transfer
learning strategy
learning
educator
education

Keywords

  • Computing self-efficacy
  • Flipped classroom
  • Introductory programming
  • Learning with video

ASJC Scopus subject areas

  • Computer Science Applications
  • Software
  • Education

Cite this

Amresh, A., Carberry, A., & Femiani, J. (2013). Evaluating the effectiveness of flipped classrooms for teaching CS1. In Proceedings - Frontiers in Education Conference, FIE (pp. 733-735). [6684923] https://doi.org/10.1109/FIE.2013.6684923

Evaluating the effectiveness of flipped classrooms for teaching CS1. / Amresh, Ashish; Carberry, Adam; Femiani, John.

Proceedings - Frontiers in Education Conference, FIE. 2013. p. 733-735 6684923.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Amresh, A, Carberry, A & Femiani, J 2013, Evaluating the effectiveness of flipped classrooms for teaching CS1. in Proceedings - Frontiers in Education Conference, FIE., 6684923, pp. 733-735, 43rd IEEE Annual Frontiers in Education Conference, FIE 2013, Oklahoma City, OK, United States, 10/23/13. https://doi.org/10.1109/FIE.2013.6684923
Amresh A, Carberry A, Femiani J. Evaluating the effectiveness of flipped classrooms for teaching CS1. In Proceedings - Frontiers in Education Conference, FIE. 2013. p. 733-735. 6684923 https://doi.org/10.1109/FIE.2013.6684923
Amresh, Ashish ; Carberry, Adam ; Femiani, John. / Evaluating the effectiveness of flipped classrooms for teaching CS1. Proceedings - Frontiers in Education Conference, FIE. 2013. pp. 733-735
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