Description
Faculty member and researchers will present the results of a pilot flipped classroom Introduction to Programming course. The course leverages the Swift programming language and introduces iOS app development concepts alongside the programming fundamentals. Lectures are delivered through a series of 70 plus videos, which students consume outside the class, following along while developing a series of apps. Videos are wrapped in learning scaffolding including a summary reference and immediate-feedback online quiz. Students spend class time with Mac laptops in light review, but mostly working collaboratively on problem exercises. Course content is being made available to other faculty and it is hoped that this approach and content affords a light-lifting method for faculty to offer a current, high-demand learning opportunity. Faculty and student experiences will be shared, along with challenges and areas of improvement.
Recommended Citation
Gallaugher, John; Cho, Shirley; FitzGibbon, John; and Mahecha, Jorge Alberto, "The Flipped Classroom and Mobile App Development: A New Model for Engaging Students in a First Programming Course" (2017). AMCIS 2017 Proceedings. 34.
https://aisel.aisnet.org/amcis2017/ISEducation/Presentations/34
The Flipped Classroom and Mobile App Development: A New Model for Engaging Students in a First Programming Course
Faculty member and researchers will present the results of a pilot flipped classroom Introduction to Programming course. The course leverages the Swift programming language and introduces iOS app development concepts alongside the programming fundamentals. Lectures are delivered through a series of 70 plus videos, which students consume outside the class, following along while developing a series of apps. Videos are wrapped in learning scaffolding including a summary reference and immediate-feedback online quiz. Students spend class time with Mac laptops in light review, but mostly working collaboratively on problem exercises. Course content is being made available to other faculty and it is hoped that this approach and content affords a light-lifting method for faculty to offer a current, high-demand learning opportunity. Faculty and student experiences will be shared, along with challenges and areas of improvement.