Programming Language Training With the Flipped Classroom Model

Abstract

The flipped classroom method, which could be considered as one of the crucial new generation teaching approaches, is a permutation of the educational activities that are carried out inside and outside of the classroom environment. The main purpose of the present study is to determine the impact of the flipped classroom approach on students’ academic achievement and their attitudes toward programming and methodology at the higher education level. The current study employed a mixed research method as findings were transcribed on the basis of quantitative and qualitative data sets. Academic achievement tests and attitudes toward programming scales were used to collect quantitative data, whereas a semistructured focus group interview was used to collect the qualitative data set. The findings demonstrated that a statistically significant difference existed among the students in the experimental group and students within the control group regarding their attitudes toward programming and academic achievement. The results of the study reported that the experimental group had more positive attitudes and higher levels of academic achievement when compared with the control group. The advantages of the flipped classroom model include the elevated teacher–student interaction, raised independence in terms of accessing courses regardless of time and place, the opportunity to save time particularly during practicing, student-centered structure and increased motivation. This method also has many disadvantages. These include the need for technological requirements, students not watching videos, poor attendance to the course, and the lowered student–teacher interaction, especially outside the classroom.

Effects of Video Length on a Flipped English Classroom

“…Future research could also attach importance to other factors that may influence video-assisted distance learning, for example, teacher presence (Yu, 2021a), gender, educational level, and personality (Yu, 2021b), as well as challenges that may confront the flipped approach such as technological costs, video suspense, absence, and poor interactions (Taşpolat et al, 2021).…”

From Zero to Python in 10.5 Hours: Building Foundational Programming Skills with Marine Biology Graduate Students and Researchers in an Introductory Workshop Series

“…The flipped model has been shown to improve student satisfaction and performance, although it, too, presents challenges when students fail to prepare before class or need assistance in viewing learning content (Akçayır & Akçayır, 2018). In studies of flipped learning in computer programming classes, student performance in the flipped learning environment increased compared both to control groups and previous iterations of a class taught in a traditional format (Ruiz de Miras et al, 2022;Taşpolat et al, 2021). While student feedback is generally positive about this style of learning in programming classes, it has also been suggested that the self-study component can be less effective for more advanced programming topics, necessitating a blend of the traditional and the flipped classroom (Davenport, 2018).…”

Distance learning: studying the efficiency of implementing flipped classroom technology in the educational system

“…Since the flipped classroom model also uses online learning resources, it is believed that combining online learning with a flipped classroom can open up a new model of blended learning for the relevant courses and increase the effectiveness of online learning (Huang, 2019). Such advantages of flipped classroom as individualized learning, the ability to catch up with those who are absent, increased personal responsibility for their education, increased motivation, development of creative abilities, the ability to save and archive material, and changing the teacher's role to a friendlier one, increasing the time of contact between the teacher and the student, and the opportunity to learn anywhere at any time turn this model into a pedagogical breakthrough (Campillo-Ferrer & Miralles-Martínez, 2021;Taşpolat et al, 2021). In addition, there are some disadvantages: lectures can be uninteresting, students ignore video materials, a passive approach, insufficient technological resources, the inability to teach practical things online, insufficient time to produce materials, etc.…”