Flipping Laboratory Sessions: An Experience in Computer Science

Abstract

This paper reports our experience in flipping a second-year undergraduate course on software architecture and integration, taught in the second course of a Software Engineering degree. We compare the application of the flippedclassroom methodology with a traditional methodology. Our study encompasses two academic courses, in the years 2017 and 2018, and involves a total number of 434 students and 6 lecturers, placing this among the largest studies on flipped-classroom to date. The paper also reports on the production of the videos used with the flipped-classroom methodology, recorded by the lecturers in informal settings, and provides several lessons learned in this regard. The results of the study, backed by a solid statistical analysis of the data, demonstrate the suitability of the flipped-classroom methodology for laboratory sessions in the subject course. Among other results, our analysis concluded that students had on average 24 more minutes per session to solve in-class exercises with the flipped-classroom methodology; more than 70% of the students considered that the quantity, duration and didactic content of the videos were (very) appropriate; and 9 out of every 10 students would prefer this methodology in the laboratory sessions of future courses rather than a traditional face-to-face approach.

Gamification and Discovery Learning: Motivating and Involving Students in the Learning Process

“…These videos can be gamified by including questions through tools such as Edpuzzle. 2 The Flipped Classroom instructional model uses a questionnaire at the beginning of the class that allows to know the knowledge of the students before starting the practical part of the subject [31,9,8]. In this way, it is intended that students can work longer in class and allow them to better acquire the necessary knowledge of the subject.…”

An experience in the implementation of the flipped classroom instructional model in the computer science degree

“…In addition, they implemented the project based learning methodology to complete some class activities. Parejo et al 25 accomplished a flipped classroom experiment in the software architecture and integration subject involving 6 lecturers and 434 students. These students are in their second year of software engineering degree.…”

“…In these cases, the numbers in the “#Students” column are separated by a “+” symbol, where the first number refers to the class without the flipped classroom experience and the second to the group of students who followed the flipped classroom approach. Having one lecturer is the most common case, but Parejo et al, 25 for example, used six different lecturers, which is by far the contribution with most lecturers. Kim et al, 28 Turra et al, 27 and Castedo et al 23 had three lecturers.…”

E-Learning Experience with Flipped Classroom Quizzes Using Kahoot, Moodle and Google Forms: A Comparative Study

“…The paid version includes drag and drop questions, text answers, etc. Anyway, Kahoot has been frequently used for Flipped Classroom questionnaires at the beginning of the class [23], [20]. On the downside, it cannot be integrated with educational platforms such as Moodle, nor does it allow students to be uniquely identified.…”