Publication Type

Conference Proceeding Article

Version

acceptedVersion

Publication Date

7-2022

Abstract

This study focuses on designing flipped classroom learning activities across pre-class problem-based exercises; with in-class active discussions and practical problem-solving sessions; and follow up with postclass problem-based labs and assessments. We evaluate the effectiveness of our learning activities based on student surveys, course feedback, grades, and teacher feedback for a beginner programming course with non-IS students. We describe detail programming learning activities with comparisons to existing practices based on related work. Our findings are that majority of students (86%) agreed with flipped classroom, but teachers should be aware of the 14% who disagreed and cater for them. Teachers should avoid overwhelming students with extra exercises (making it optional) but may challenge students who want them and have confidence. With data provided, we hope teachers can make a better-informed decision when choosing flipped classroom, problem-based learning activities for beginner programming course.

Keywords

Learning activities, flipped classroom, problem-based learning, beginner programming course

Discipline

Instructional Media Design | Programming Languages and Compilers

Research Areas

Software and Cyber-Physical Systems

Publication

Proceedings of 28th AMCIS: Innovative Research Informing Practice, Minneapolis, 2022 August 10-14

First Page

1

Last Page

10

Publisher

AIE eLibrary

City or Country

eLibrary

Additional URL

https://aisel.aisnet.org/amcis2022/sig_ed/

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