Publication Type

Conference Proceeding Article

Version

acceptedVersion

Publication Date

5-2024

Abstract

In this article, we describe our experience in developing an undergraduate Linear Algebra course tailored to highlight its relevance and applicability in Computer Science. Over the course of three years, the course transitioned from a traditional direct-instruction format to a flipped-classroom design, resulting in positive student learning outcomes. This article covers the course design philosophy, its syllabus, learning objectives, and the incorporation of both quantitative and qualitative student feedback in shaping the course. Furthermore, the article shares the insights gleaned from our experience, which can serve as best practices for instructors aiming to deliver a successful Linear Algebra course for undergraduate students in Computer Science. Our findings demonstrate the effectiveness of the flipped-classroom approach, with carefully created lecture videos and appropriate in-class exercises, in engaging students and enhancing their understanding of the mathematical concepts by incorporating innovative teaching methodologies and emphasizing the practical applications of Linear Algebra within the context of Computer Science education. From our study of our students' performance in their final summative assessments, we establish that their learning is enhanced using the flipped-classroom methodology. In addition, from their quantitative and qualitative feedback, we conclude that the flipped classroom fosters strong in-class engagement and overall satisfaction with the course.

Keywords

Computer Science Curriculum, Course Design, Linear Algebra, Student Learning Experience

Discipline

Algebra | Computer Sciences | Higher Education

Research Areas

Data Science and Engineering

Areas of Excellence

Digital transformation

Publication

2024 IEEE Global Engineering Education Conference, EDUCON): Kos Island, Greece, May 8-11: Proceedings

First Page

1

Last Page

9

ISBN

9798350394023

Identifier

10.1109/EDUCON60312.2024.10578803

Publisher

IEEE

City or Country

Piscataway, NJ

Copyright Owner and License

Authors

Additional URL

https://doi.org/10.1109/EDUCON60312.2024.10578803

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