scholarly journals Using flipped classroom and peer instruction methodologies to improve introductory computer programming courses

2021 ◽  
Author(s):  
Juan Ruiz de Miras ◽  
José R. Balsas‐Almagro ◽  
Ángel L. García‐Fernández
Keyword(s):  
Flipped Classroom ◽  
Computer Programming ◽  
Peer Instruction ◽  
Introductory Computer Programming ◽  
Programming Courses

scholarly journals Increasing Student Retention and Satisfaction in IT Introductory Programming Courses using Active Learning

10.28945/3003 ◽  
2006 ◽  
Author(s):  
Keith Whittington
Keyword(s):  
Active Learning ◽  
Student Retention ◽  
National Science Foundation ◽  
Computer Programming ◽  
Teaching Techniques ◽  
Learning Techniques ◽  
National Science ◽  
Introductory Computer Programming ◽  
Introductory Programming Courses ◽  
Programming Courses

The emerging field of Information Technology is one of several fields that require students to leam computer programming. A large proportion of the students were having difficulty getting through the programming sequence and ultimately changed majors or dropped out of college. To deal with this problem, curricular reforms were implemented and active learning techniques were added to the classroom. The outcome of which was increased student retention, grades, and overall satisfaction. As a result of these encouraging results, an NSF CCLI grant was awarded to formally compare teaching techniques and to create active learning activities specifically designed for introductory computer programming courses. This paper discusses the preliminary work and results that led to the grant award and also summarizes the work that is currently underway. This material is based upon work supported by the National Science Foundation under Award No. DUE-0442987.

scholarly journals Flipped Classrooms for Introductory Computer Programming Courses

2021 ◽  
Vol 11 (4) ◽  
pp. 178-183
Author(s):  
Sónia Rolland Sobral ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Dropout Rates ◽  
Success Rates ◽  
Face To Face ◽  
The Face ◽  
Flipped Classrooms ◽  
Teaching Learning ◽  
Introductory Computer Programming ◽  
Programming Courses

Teaching and learning how to program are not easy tasks. Disapproval and dropout rates are a concern for everyone concerned with the topic. Therefore, it is necessary to look for strategies that improve the motivation of students who start a programming course, also improving success rates and decreasing dropout rates. The inverted class model, or flipped classroom, has been used in several experiments, showing very good results. The objectives of this teaching-learning technique is to change the traditional order: students have contact with new subjects before the classroom, using videos, texts or other material, as well as small online tests to check their knowledge. In this way, the face-to-face classes are reserved for discussion, doubts and application of previously acquired knowledge. The purpose of this paper is to analyze the scientific production on Flipped classrooms in introductory programming courses indexed in Elsevier’s Scopus. The sample is composed by 45 articles in total. The results obtained by bibliometric analysis showed when and where those documents are published, who are the authors and what is the focus of said articles. We also analyzed the most cited documents. We made a summary of the articles, namely in what refers to the sample size of the experiences, which programming language is used, in which universities the articles are made, which technology is used, as well as which methods are used in order to create inverted classes and which are the objectives and results of these experiences reported on the articles.. We managed to get a global view of the theme, getting a strong analysis for those who want to use flipped classrooms for teaching programming.

Sign in / Sign up

Export Citation Format

Share Document