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Abstract

In the fall of 2022, following the lifting of COVID-19 quarantine restrictions, the presenting author aggressively altered the teaching approach in an advanced undergraduate computer programming course. The instructor adopted a "flipped classroom" model, wherein over 90% of the course content was delivered through pre-recorded videos for students to watch outside of class, dedicating class time primarily to hands-on activities and open lab sessions. This pedagogical change aimed to enhance learning by allowing students to engage with the material at their own pace before applying it practically during class hours, a method supported by previous academic findings. To evaluate the effectiveness of this new teaching strategy, a 10-question survey was administered at the end of the Fall 2022, Spring 2023, and Fall 2023 semesters, along with standard teaching evaluations. The survey revealed three distinct student groups: those who strongly approved, those who strongly disapproved, and those who approved but felt unnecessarily burdened by the expectation of pre-class preparation. The analysis also identified a reluctance among students who came unprepared to class or viewed out-of-class work as burdensome. This TREO talk details the survey methodology, findings, and its potential biases. It concludes with a call for collaboration on a broader study of flipped classroom models across multiple STEM courses to gain more generalizable insights.

Paper Number

tpp1200

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