Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning

Abstract

The Flipped Classroom (FC) provides various opportunities to ensure active learning in a student‐based learning environment. In the literature, it is pointed out that the FC model provided a positive contribution to the teaching process when it was used for learning environments in past studies. Besides this, it is seen that FC was integrated into a learning method and the results were generally associated with only FC. From this point of view, it is thought that the methodological effect of FC needs to be examined. The aim of this study is to identify whether the use of different models (peer‐assisted group: PAL‐FC, collaborative group: SGCL‐FC, and individual learning: IL‐FC) in FC for computing courses of university students has an effect on academic performances, learning motivation, academic self‐efficacy, computer anxiety of the university students, and flipped learning readiness. This study is designed with a mixed method. The working group of the study is composed of 242 university students. The application lasted for 14 weeks. In this study, data have been collected by a Personal Information Form, semi‐structured interview form, information technologies achievement test, and four different data collection tools. As a result of the research, it is found out that different applications in the FC model have a significant effect on academic success, academic self‐efficacy, e‐learning readiness in FC. FC model application with PAL‐FC has proved more successful when compared to other methods in terms of developing performance and reducing technology anxiety. Also, it is seen that motivation and academic self‐efficacy in FC has improved positively for collaborative group work.

Research on the impact of the socio-educational environment on the academic performance of college students: the mediating role of study motivation

“…Meanwhile, Wu et al (2023), through a controlled experiment, found that peer feedback can effectively enhance the English academic writing proficiency of Chinese doctors. Similarly, Durak (2022) employed a controlled experimental approach and implemented four different blended teaching methods in classrooms. The research findings indicate that students using peer-assisted methods are more likely to achieve success compared to those using other methods.…”

Analysing Flipped Classroom Themes Trends in Computer Science Education (2007–2023) Using CiteSpace

“…Most of these studies have demonstrated that FC has multiple effects on students, such as selfregulation [59], self-efficacy [9,60], self-directed learning [11], and deep learning [61].…”

“…In the field of FC, practitioners have mainly reduced students' cognitive load while taking CS courses by combining other teaching strategies with FC, such as the use of scaffolding [64], concept mapping [65], and TL (team learning) interventions [66]. Anxiety is another challenge in implementing FC in the field of CS education, mainly computer anxiety and social anxiety, and studies have shown that adequate online learning preparation before class and peer support groups can reduce computer anxiety faced by students during the application of the FC model and improve academic performance [60]. Meanwhile, students must demonstrate a greater sense of responsibility to control and monitor their own learning in order to make pre-course online learning more meaningful [67].…”

Investigation on the Collaborative Learning Mode of College Japanese under the Network Environment

“…a) The theory of social constructivism holds that knowledge is formed through social interaction. Students' collaborative learning in groups can promote students' communication and cooperation, so as to enable students to jointly build knowledge and promote the cultivation of students' social skills [17].…”