SIG ED - IS in Education, IS Curriculum, Education and Teaching Cases
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Paper Type
Complete
Paper Number
1531
Description
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 post-class 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.
Recommended Citation
Gan, Benjamin Kok Siew and Ouh, Eng Lieh, "Designing Flipped Learning Activities for Beginner Programming Course" (2022). AMCIS 2022 Proceedings. 4.
https://aisel.aisnet.org/amcis2022/sig_ed/sig_ed/4
Designing Flipped Learning Activities for Beginner Programming Course
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 post-class 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.
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