Flipping a Programming Course with Low Lecture Attendance

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Chen, David
Faichney, Jolon
Jo, Jun Hyung
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Saul Carliner; Catherine Fulford; Nathaniel Ostashewski

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2015
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Montreal, Canada

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Low lecture attendance has been a serious concern for many university courses. This paper describes how low lecture attendance was solved in our Web Programming course by adopting the flipped class teaching method. In making the change to a flipped course, we replaced all live lectures (except for week 1 lecture) with pre-recorded lectures, that were made available on the course website each week. But we retained the face-to-face, and must attend laboratory classes, which were essential for student-teacher interaction and active learning. Two studies over three course offerings were carried out to compare the traditional teaching method with flipped class. In both studies, students in the flipped course offerings had better learning outcomes than students in the traditional course offerings. In addition, the flipped course offerings scored better in the end of semester student experience survey, both in terms of the perceived quality of the teaching and student engagement.

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EdMedia: World Conference on Educational Media and Technology

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© 2015 AACE and the Education & Information Technology Digital Library (EdITLib). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.

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Information and Computing Sciences not elsewhere classified

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