Comparing Flipped, Active, and Lecture-Based Teaching Approaches in Higher Education

Kay, Robin; MacDonald, Thom

doi:10.13140/rg.2.1.4727.4481

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…Our resources for the implementation of the flipped classroom did not include video lectures. Although that resource is usually used [1], several authors have also claimed that it may be better to focus on carefully selecting in-class instruction methods rather than devoting considerable time and resources to developing online videos [15]. Our starting point was the set of carefully designed resources already used with traditional teaching, including detailed lecture slides, many code examples, and readings from recognized textbooks.…”

Section: Limitationsmentioning

confidence: 99%

Using flipped classroom and peer instruction methodologies to improve introductory computer programming courses

Miras

Balsas-Almagro

García-Fernández

2021

Comput Appl Eng Educ

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Learning to write computer programs and engaging students in introductory programming subjects are difficult tasks. This study presents the results obtained when using flipped classroom and peer instruction methodologies in an introductory course of programming. Before the lecture, out-of-class study and on-line homework questionnaires were applied, and peer instruction was used in the classroom to encourage students' participation and discussion, assisted by an on-the-fly assessment app. The main academic results, the degree of involvement in the course activities, and the students' feedback were collected and compared with similar data from previous academic years. Significantly better pass (χ 2 = 12.94, p < .001) and dropout rates (χ 2 = 7.08, p < .01) were obtained when using flipped classroom and peer instruction. Laboratory attendance also improved significantly (χ 2 = 27.62, p < .001). Our results showed significant positive correlations between the work performed at home and the grade obtained in the final exam (ρ = 0.51, p < .001). According to the students' opinions, class preparation at home increased significantly (χ 2 = 46.59, p < .001) by 33% due to the new methodologies used. These results, based on a sample of six offerings of the same programming course, suggest that the application of flipped classroom and peer instruction improves the quality of the autonomous work of the students as well as their involvement in the lectures, and therefore, their knowledge acquisition improves.

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Section: Limitationsmentioning

confidence: 99%

Using flipped classroom and peer instruction methodologies to improve introductory computer programming courses

Miras

Balsas-Almagro

García-Fernández

2021

Comput Appl Eng Educ

View full text Add to dashboard Cite

show abstract

“…Instead of investing a lot of time and resources in developing online videos and other extracurricular materials, it may be more effective to design better active learning strategies [ 26 ]. Could "flipping" the classroom be implemented in the pre-class video-watching stage to stimulate students' active learning and engagement before class?…”

Section: Introductionmentioning

confidence: 99%