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

Abstract

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.

Integrating mobile learning and SPOC‐based flipped classroom to teach a course in water supply and drainage science and engineering

“…Another important consequence of applying m‐learning and SPOC‐based flipped classroom was the increase in student engagement in classroom activities. This may overcome known challenges of flipped teaching/learning related to decreased classroom participation in large courses [25]. The use of the integrated approach could improve students’ self‐learning and facilitate their discussion and participation in the classroom.…”

“…Based on SPOC, it is easy to implement the flipped classroom method, which is a style of blended learning methodology that combines online and face-to-face classroom learning [12,17,24,30]. In a SPOC-based flipped class, teachers pay more attention to the explanation of important and difficult knowledge points, discussion of online questions and exercises, or pop quizzes for inspecting students' learning effects out of class [11,25,33]. Meanwhile, students become more active in the face-to-face session by the activities of problem solving, collaborative activities, or question solving with teachers [9,19,22,34].…”

Empirical research of emerging trends and patterns across the flipped classroom studies using topic modeling

“…“Programming learning” is among the most voluminous area-based topics. Difficulties in programming learning (Ruiz de Miras et al, 2022 ) have triggered student-centered learning approaches and many studies have been implemented in this direction (Ruiz de Miras et al, 2022 ; Taşpolat et al, 2021 ). The belief that the positive results of the FC approach help to overcome the difficulties in programming learning may have led to intense studies in this area.…”

“…The importance given to “nursing education” may have triggered this topic to be one of the most accelerated topics. Similarly, the difficulties and troubles experienced in programming learning (Özyurt & Özyurt, 2018 ; Ruiz de Miras et al, 2022 ) may have highlighted the implementations in this field. Enabling student-centered learning environments in FC studies flourishes by the student’s taking responsibility for learning.…”

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).…”