Analyses of possibilities of Flipped Classroom in Teaching Computer Science Courses Majlinda Fetaji*, Bekim Fetaji**, and Mirlinda Ebibi** * South East European University, Contemporary Sciences and Technologies, 1200 Tetovo, Macedonia ** University Mother Teresa, Informatics, 1000 Skopje, Macedonia [email protected], [email protected], [email protected]Abstract—The flipped classroom is the new educational model in using technology to impact and enhanced education. From the published research on Flipped classroom concluded that has not been rigorously evaluated as a pedagogy but case studies are emerging. This research study focused on analyzing possibilities of flipped classroom in Computer Sciences particularly focusing on its implementation in 3 (three) courses: Programming. Object Oriented Programming and software engineering. Measured are Motivation of lecturer and motivation of student, increased attendance, better grades, access to learning materials, learning at own peace, better understanding, higher-level cognitive skills. Also flipped classroom impact on the learning outcomes has been investigated: Knowledge and understanding, Applying knowledge and understanding, Making judgment, Communications skills. Four broad categories of instructional approaches for use in an flipped classroom have been identified: (a) individual activities, (b) paired activities, (c) informal small groups, and (d) cooperative student projects. The research study is based on the theory of Bloom's revised taxonomy of cognitive domain. In order to analyze this, a case study experiment was realized and insights as well as recommendations are presented. Keywords— Flipped classroom, programming robotics, effectiveness of learning, flipped classroom paradigm I. INTRODUCTION The main objective of this research are the following analyses: Quantitative empirical analyses of flipped classroom Analyse the efficiency of knowledge transfer Increased information communication and manipulation Increased accessibility to learning Does it reduce bias and student retention Measure impact in active learning towards passive one Measure motivation Higher-level cognitive skills Measure impact on Learning Outcomes The main aim of the research study is to investigate and assess the impacts of the flipped classroom model of student learning in several Computer Science courses like: Programming, Object Oriented Programming and Software Engineering. Flipped classroom is an approach to learning where swapped are the arrangement of knowledge imparting and knowledge transfer comparing to traditional teaching and learning. Assessment of learners on their attitudes, motivation, and effectiveness when using flipped classroom compared with traditional classroom has been realized. Also the assessment of whether it has any advantages ere over the traditional teaching methods in computer sciences has been investigated. There is a difference between a Flipped Classroom and Flipped Learning. These terms are not interchangeable. Flipping a class can, but does not necessarily, lead to Flipped Learning. Four broad categories of instructional approaches for use in an flipped classroom have been identified: (a) individual activities, (b) paired activities, (c) informal small groups, and (d) cooperative student projects. The research study is based on the theory of Bloom's revised taxonomy of cognitive domain. This taxonomy provides six levels of learning provided in the research methodology section. The technological innovations and different collaboration tools have changed the face of education [2]. Using new technologies students can organize their learning process independently and become an active learner instead of the passive learner [8]. As a relatively new model of instruction, educators understandably desire evidence that the Flipped classroom model has a positive impact on important student outcomes, including achievement and engagement. This situation forces the education paradigm to change from traditional instructor-centered to student-centered classroom. Therefore, technology plays a big role in this change by using its various online/offline tools and devices. We have been evidencing that the modern technology plays a significant role in our education system. II. BACKGROUND RESEARCH According to [1] the flipped classroom is a pedagogical method that helps educators to utilize the technology as a tool to increase the quality of the student learning experience as defined by [4]. The basic concept of the flipped classroom is to deliver teacher-created short video lectures to students before class time. Students can watch and learn the video MIPRO 2019/CE 867
Transcript
Analyses of possibilities of Flipped Classroom in
Teaching Computer Science Courses
Majlinda Fetaji*, Bekim Fetaji**, and Mirlinda Ebibi**
* South East European University, Contemporary Sciences and Technologies, 1200 Tetovo, Macedonia
** University Mother Teresa, Informatics, 1000 Skopje, Macedonia
effectiveness of learning, flipped classroom paradigm
I. INTRODUCTION
The main objective of this research are the following analyses:
Quantitative empirical analyses of flipped classroom
Analyse the efficiency of knowledge transfer
Increased information communication and manipulation
Increased accessibility to learning
Does it reduce bias and student retention
Measure impact in active learning towards passive one
Measure motivation
Higher-level cognitive skills
Measure impact on Learning Outcomes
The main aim of the research study is to investigate and assess the impacts of the flipped classroom model of student
learning in several Computer Science courses like: Programming, Object Oriented Programming and Software Engineering. Flipped classroom is an approach to learning where swapped are the arrangement of knowledge imparting and knowledge transfer comparing to traditional teaching and learning. Assessment of learners on their attitudes, motivation, and effectiveness when using flipped classroom compared with traditional classroom has been realized. Also the assessment of whether it has any advantages ere over the traditional teaching methods in computer sciences has been investigated. There is a difference between a Flipped Classroom and Flipped Learning. These terms are not interchangeable. Flipping a class can, but does not necessarily, lead to Flipped Learning. Four broad categories of instructional approaches for use in an flipped classroom have been identified: (a) individual activities, (b) paired activities, (c) informal small groups, and (d) cooperative student projects. The research study is based on the theory of Bloom's revised taxonomy of cognitive domain. This taxonomy provides six levels of learning provided in the research methodology section.
The technological innovations and different collaboration tools have changed the face of education [2]. Using new technologies students can organize their learning process independently and become an active learner instead of the passive learner [8]. As a relatively new model of instruction, educators understandably desire evidence that the Flipped classroom model has a positive impact on important student outcomes, including achievement and engagement.
This situation forces the education paradigm to change from traditional instructor-centered to student-centered classroom. Therefore, technology plays a big role in this change by using its various online/offline tools and devices. We have been evidencing that the modern technology plays a significant role in our education system.
II. BACKGROUND RESEARCH
According to [1] the flipped classroom is a pedagogical
method that helps educators to utilize the technology as a tool
to increase the quality of the student learning experience as
defined by [4]. The basic concept of the flipped classroom is
to deliver teacher-created short video lectures to students
before class time. Students can watch and learn the video
MIPRO 2019/CE 867
content usually at home. In class time, students work on their
classwork or homework with instructor’s more personalized
guidance [10]
Traditional teaching has a limited time to repeat the
lecturing in class time. But flipped classroom gives the control
to students. They can review, replay, rewind, and fast-forward
the video as needed [3]. Thus, students feel free to learn the
lesson content anytime, and any missed classes can be
watched with lower stress repeatedly [7]. That carries the
individual learning facilities out of the classroom walls. Also
students come to the class with questions regarding the topics.
The important part of the flipped classroom is to convert the
class time into a time to discuss deeper questions about the
topic and student-teacher can work together to engage in
collaborative learning. Teachers make more efficient use of
class time [11]. Students can complete classroom activities
and get assistance from the instructors. That gives the teachers
the role of a learner-facilitator, because as explained in [8]
“[this] opens more time in class for the teacher to go deeper
into a topic which allows students to develop a better
understanding of the content, and the students are doing their
homework in class where the teacher is available to help if
they get stuck.” [8]
III. RESEARCH METHODOLOGY
The research study methodology used was empirical research. Used quantitative methods where the pparticipants of this research are divided in two groups of first year students. One of the classes are assigned as a control group, and other was assigned as the experimental groups. Initially it was taken a preliminary survey from all groups. Have utilized the learning management system Google Classroom. Each group register to their own online group called “Programming”. After registering, students could access the online posted materials in this course. The main materials are high quality recorded topical videos, presentation files, and worksheets. Also required some physical tools like flash drives, CDs, tablets, Smartphone’s and computers.
Students watched short tutorial videos which will cover the main lesson topics at home. This videos are published on the YouTube. The video lengths are less than 10 min. Students are able to follow the instructor’s lecture along with the video by re-playing or pausing. To be sure that the video is watched by the students, they will have to take some notes on the video contents to present the teacher. Additionally, at the end of each video lecture there are a small quiz to review the student comprehension.
The study of flipped classrooms was based on the theory of Bloom's revised taxonomy of cognitive domain. This taxonomy provides six levels of learning. The explanation is arranged from the lowest level to the highest level: 1. Remembering: in this stage, the students try to recognize
and recall the information they receive; they also try to
understand the basic concepts and principles of the content they have learned.
2. Understanding: the students try to demonstrate their understanding, interpret the information and summarize what they have learned.
3. Applying: the students practice what they have learned or apply knowledge to the actual situation.
4. Analyzing: the students use their critical thinking in solving the problem, debate with friends, compare the answer with peers, and produce a summary. The students obtain new knowledge and ideas after implementing critical thinking or a debate in group activities. In this level of learning, the students also produce creative thinking.
5. Evaluating: assessment or established peer-review knowledge, judge in relational terms; in this stage, students are evaluating the whole learning concepts and they could evaluate or make judgment on how far they successfully learned.
6. Creating: the students are able to design, construct and produce something new from what they have learned [4]
In implementing flipped classroom, remembering and understanding as the lowest levels of cognitive domain are practiced outside the class hour [7]. While in the classroom, the learners focused on higher forms of cognitive work, including applying, analyzing, evaluating, and creating.
IV. RESULTS
In the research study questionnaire there are 9 questions cross-checking students different aspect of flipped classroom. Each question is capturing different perspective. There were 64 participants students that filled in the questionnaire.
TABLE 1 . FLIPPED CLASSROOM COMPARISON WITH CLASSICAL CLASSROOM IN 3 (THREE) COMPUTER SCIENCE COURSES
Q1. Compare and show your preference between flipped classroom and
classical classroom?
Flipped
classroom Classical Classroom
1. programming 59% 41%
2. object oriented
programming 57% 43%
3.software engineering 54% 46%
Analyses and Description of the results from Table 1:
According to learners feedback we can see that lerners preference is higher for flipped classroom compared with classical classroom.
868 MIPRO 2019/CE
TABLE 2 . EFFICIENCY OF FLIPPED CLASSROOM COMPARISON
Q2. The Flipped Classroom (FC) was more efficient for me?
Str
ongly
Agre
e
Agre
e
Neu
tral
Dis
agre
e
Str
ongly
Dis
agre
e
1.
programming 78% 13% 3% 5% 1%
2. object
oriented
programming
67% 22% 4% 6% 1%
3. software
engineering 59% 25% 7% 8% 1%
Analyses and Description of the results from Table 2:
According to learners feedback we can see that lerners preference is higher for flipped classroom for which they consider is making them more efficient and 78% of the respondent learners for the curse programming have strongly agreed if compared with classical classroom.
TABLE 3 . INCREASED INFORMATION COMMUNICATION AND FREEDOM OF MANIPULATION
Q3. Flipped Classroom (FC) has Increased information
communication and freedom of manipulation?
Str
on
gly
Ag
ree
Ag
ree
Neu
tral
Dis
agre
e
Str
on
gly
Dis
agre
e
1. programming 27% 41% 17% 11% 4%
2. object oriented
programming 21% 39% 20% 17% 3%
3. software
engineering 37% 49% 12% 2% 0%
Analyses and Description of the results from Table 3:
According to learners feedback regarding lerners Increased information communication and freedom of manipulation they consider is making them more efficient and overal 68% they evaluate it positivly for programming course. 60% of the learner respondents evaluate it positively for the object oriented programming course and 86% of the reposndents evaluate it positevly for the software engineering course. In total the respondent learners have evalauted hihger level of increased information communication and freedom of manipulation of flipped classroom when compared with classical classroom.
TABLE 4 . INCREASED ACCESSIBILITY TO LEARNING
Q4. Flipped Classroom (FC) Increased accessibility to
learning?
Str
ongly
Agre
e
Agre
e
Neu
tral
Dis
agre
e
Str
ongly
Dis
agre
e
1. programming 34 43 8 13 2
2. object oriented
programming 29 39 14 17 1
3. software
engineering 39 47 14 0 0
Figure 4 . Increased accessibility to learning
Analyses and Description of the results from Table 4 and Figure 4:
According to learners feedback regarding lerners opinion that Flipped Classroom (FC) Increased accessibility to learning they consider is is poisitive and overal 77% they evaluate it positivly for programming course, 68% for object oriented programming and 86% for the course software engineering.
TABLE 5 . POTENTIAL BENEFITS OF FLIPPED LEARNING
Q5. What are the potential benefits of flipped learning?
Motivation of Lecturer 23.15%
Motivation of Student 29.85%
Increased attendance 4.46%
Better Grades 5.70%
Access to learning materials 12.45%
Learning at own peace 2.82%
Better Understanding 10.56%
higher-level cognitive skills 5.19%
Others 5.82%
Anbalyses and Description of the results from Table 5:
MIPRO 2019/CE 869
According to learners feedback regarding What are the potential benefits of flipped learning the learner respondents consider the following: Motivation of Lecturer 23.15%; Motivation of Student 29.85%; Increased attendance 4.46%; Better Grades 5.70%; Access to learning materials 12.45%; Learning at own peace 2.82%; Better Understanding 10.56%; higher-level cognitive skills 5.19%; Other factors 5.82%.
Figure 5. Potential benefits of flipped learning
TABLE 6 . REDUCE BIAS AND STUDENT RETENTION
Q6. Flipped Classroom (FC) Reduce bias and student retention?
Reduce
Bias Reduce Student
Retention
1. programming 44% 48%
2. object oriented programming
38% 42%
3. software engineering
34% 27%
Figure 6 . Reduce bias and student retention
Analyses and Description of the results from Table 6:
According to learners feedback regarding the issue that Flipped Classroom (FC) Reduce bias and student retention the learner respondents consider that positivly but not more then have of the respondets does not agree entirely. For programming course only 44% agree that it reduces the bias and 48% agree that it reduces the student retention. For object oriented programming only 38|% of the respondets consider it reduces bias and 42% that it reduces the student retention. For Software engineering only 34% of the respondets consider that it reduces the bias and 27% that it reduces the student retention.
TABLE 7. PERFORMANCE USING FLIPPED CLASSROOM
Q7. How do you rate your performance using Flipped Classroom in these courses?
Performance 100
programming 34
object oriented programming 31
software engineering 23
Other 12
Figure 7. performance using Flipped Classroom
Analyses and Description of the results from Table 7:
According to learners feedback regarding the rating their performance using Flipped Classroom in these courses the learner respondents consider that positivly but not more then have of the respondets does not agree entirely. For programming course only 34% agree, For object oriented programming only 31% of the respondets consider it increased
870 MIPRO 2019/CE
their perfomrance and 23% that it increased their performance in the course software engineering.
TABLE 8 . MEASUREMENT PASSIVE LEARNING TOWARDS
ACTIVE LEARNING
Q8. Measurement passive learning towards active learning using Flipped Classroom?
Active
Learning Passive
Learning
1. programming 62% 38%
2. object oriented programming 59% 41%
3. software engineering 54% 46%
Figure 8 . Measurement passive learning towards active learning
Analyses and Description of the results from Table 8:
According to learners feedback regarding the rating Measurement passive learning towards active learning using Flipped Classroom in these courses. The learner respondents consider that positivly and for programming course for flipped classroom helped in active learning 62% and 38% in passive learning aspect. For object oriented programming flipped classroom helped in active learning 59% and 41% in passive learning aspect.
TABLE 9 . IMPROVMENTS THAT FLIPPED CLASSROOM HAS
OVERAL ON LEARNING OUTCOMES
Q9. Improvements that Flipped Classroom has overall on learning outcomes?
Fields Flipped
Classroom
Knowledge and understanding 52%
Applying knowledge and
understanding 33%
Making judgment 12%
Communications skills 3%
Figure 9 . Improvments that Flipped Classroom has overal on learning
outcomes
Analyses and Description of the results from Table 9:
According to learners feedback regarding the rating Improvements that Flipped Classroom has overall on learning outcomes in these courses. The learner respondents consider that positivly and for Knowledge and understanding 52% and for improving Applying knowledge and understanding 33%. For Making judgment 12% of improvment and 03% consider improvment from flipped classroom regarding the Communications skills aspect.
V. CONCLUSION
Concluded that flipped classroom has positive impact in the analyzed courses: Programming. Object Oriented Programming and software engineering from Computer Science field.
The importance of this research study is that it may help educators to realize that teacher- student integration is possible to be improved in class time by class activities. Because, doing homework or class work in class time together provides a teacher with communication opportunities with their students.
Students sometimes learn from online video channels themselves. They follow the people who commonly titled as YouTubers who create and upload videos frequently [5]. For example, some YouTubers create a video series to instruct the programming languages chapters respectively. Students can
MIPRO 2019/CE 871
subscribe the channel and get involved in the online video lessons. Taking benefits from this addiction, the Flipped classroom may fill out the teacher-student gaps by online course materials and communications.
The issues identified where:
• To lecture the theory & practice in short class time, generally one class hour (45 min). In this regard curriculums are weak.
• Some students may not have the chance to use a computer at home. They may have smartphone or tablet simulators but using them is a totally different experience.
• Students are more motivated when learning using flipped learning
With all the observations, interviews, analysis of the research data and teaching experience have found many tangible results. The most important one is the finding that the flipped classroom pedagogy meets today’s modern educational needs. Nowadays, technology is so widely used among people that educators need to keep up with it. Particularly students want to try new methods and they really like using technology in their education.
REFERENCES
[1] Alimisis, D., Moro, M., Arlegui, J., Pina, A., Frangou, S., &
Papanikolaou, K. (2007, August). Robotics & constructivism in education: The TERECoP project. In EuroLogo (Vol. 40, pp. 19-24).
[2] Bergmann, J., Overmyer, J., & Wilie, B. (2013, July 9). The Flipped
Class: What it is and what itis not. The Daily Riff. Retrieved July 11, 2014, from http://www.thedailyriff.com/articles/the-flipped-class-
conversation-689.php
[3] Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A
survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
[4] EDUCAUSE Learning Initiative (2012). 7 Things You Should Know
About Flipped Classrooms. Retrieved January 15, 2016, from http://www.educause.edu/library/resources/7-things-you-should-know-
about-flipped-classrooms
[5] Estes. M. D., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL
