Engaging Science and Engineering Students in Computing Education through Learner-Created Videos and Physical Computing Tools

Vasilchenko, Anna; Venn-Wycherley, Megan; Dyson, Matthew; Abegão, Fernando Russo

doi:10.1145/3372356.3372372

Cited by 2 publications

(1 citation statement)

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“…Building on these tested pedagogical approaches, the self flipped classroom promises to be an effective learning envi ronment. Recent examples of the application of self-flipped classroom in computer science education have demonstrated great potential with this approach allowing students to increase motivation and engagement (21], enhance learning experiences [5], promote better content understanding and develop multiple lifelong learning skills [ 4], [ 6], (22].…”

Section: A the Self-flipped Classroom Conceptmentioning

confidence: 99%

Why Don't You Tell Me What I Need to Know? Self-Flipped Classroom and Students' Personal Epistemology

Daniels

Cajander

McDermott

et al. 2021

2021 IEEE Frontiers in Education Conference (FIE)

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This is a full research paper addressing the crucial element of understanding students when creating learning envi ronments. It is for instance important to be aware of how students appreciate our way of teaching and to consider consequences of students not understanding or plainly disliking a setup. This paper addresses the negative experiences of students in a peer learning environment named the self-flipped classroom. Through the lens of a theory of personal epistemology we investigate course evaluation reports and observations from anonymous students. Results indicate that the personal epistemology framework indeed gives some answers to students disliking the self-flipped aspect of the course, and that some students would rather be told what to learn in detail as in the quote: "why don't you tell me what I need to know?". Finally the paper presents some ideas on ways forward.

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Section: A the Self-flipped Classroom Conceptmentioning

confidence: 99%