Publication Type

Conference Proceeding Article

Version

publishedVersion

Publication Date

6-2017

Abstract

In this paper we report our study on the impact of implementing a flipped classroom model on student learning in an undergraduate introductory programming course. We use three components to measure student learning namely, final exam scores, competency acquisition and feedback levels. We compare a traditional offering with a flipped offering delivered the following year to a comparable student population, and with no change in the course content and assessments. We observed that in comparison to the traditional, the flipped model increased pass rates in the final exam and also enhanced competency acquisition. In terms of feedback levels, the flipped classroom provided more time for one-to-one in-class personalized feedback. Our approach is unique in the sense that we use a competency framework to be able to pin point the competencies that were improved as a result of the flipped model.

Discipline

Educational Methods | Higher Education

Research Areas

Software and Cyber-Physical Systems

Publication

2017 IEEE Global Engineering Education Conference EDUCON: Athens, Greece, April 25-28: Proceedings

First Page

49

Last Page

55

ISBN

9781509054671

Identifier

10.1109/EDUCON.2017.7942823

Publisher

IEEE

City or Country

Piscataway, NJ

Embargo Period

12-27-2017

Comments

The author Joelle Elmaleh was publishing under the name Joelle Ducrot.

Additional URL

http://doi.org/10.1109/EDUCON.2017.7942823

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