An Evaluation of the Flipped Classroom Approach Toward Programming Education

Abstract

In the academic years (AY) 2020 and 2021, due to the COVID-19 pandemic, many lectures in universities had to be conducted online. Our faculty provided programming classes in-person instead of online because the programming exercise plays an essential role in classes. Moreover, face-to-face interactions in programming exercises are significant for instructors as they can intensively supervise students' work. The author created lecture videos for lessons provided as hybrid online courses in the AY 2020. Therefore, it was easy to move from regular classes to flipped classes utilizing such resources. In addition, the migration from in-person to online classes has resulted in the intensive use of a learning management system. It has also helped us introduce several learning analytics methods in practical educational fields. This paper provides an overview of the flipped classes for programming courses for firstgrade university students conducted by the author in the AY 2021. It also discusses the relationship between students' attitudes toward participation and their performance.

Coding Decoded: Exploring Course Achievement and Gender Disparities in an Online Flipped Classroom Programming Course

“…Online flipped learning combines the strengths of online learning and flipped classrooms by providing asynchronous instructional content and synchronous interactive sessions. Although extensive research has been conducted on factors related to (a) online learning [20][21][22] and (b) flipped learning [23][24][25] independently, the integration of these approaches in the context of IPCs is less well explored. The present study aims to fill this gap by investigating how specific antecedents for learning (e.g., self-concept and students' goal orientations) and process variables (e.g., engagement in synchronous and asynchronous learning and course satisfaction) impact course achievement in a fully online FC setting in IPCs.…”