Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Using flipped classroom, peer discussion, and just-in-time teaching to increase learning in a programming course
Luleå University of Technology, Department of Computer Science, Electrical and Space Engineering, Computer Science.
2016 (English)In: 2015 IEEE Frontiers in Education Conference: FIE 2015, El Paso, TX 21-24 Oct. 2015, Piscataway, NJ: IEEE Communications Society, 2016Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we report on an experiment conducted in an attempt to improve further the learning environment in a basic campus course on Object-Oriented Programming and Design given to first-year engineering students studying Computer Science and Engineering. This course has for years had the same traditional set-up that is common also in other engineering schools around the world including lectures, mandatory programming assignments, and a final written exam. What we did was to substitute the lectures for in-class sessions based on a variant of the teaching method known as 'flipping the classroom' combined with certain elements of Peer Discussion and Just-in-time teaching. To make all this work, we introduced a web-based MOOC tool into the course. To be able to investigate the quantitative effects of our experiment, we had an experiment class consisting of 70 students taking the course in this new way and a control class of 57 students taking the course in the traditional way. On the final written exam, which was identical for the two classes and marked the same way, 81% of the students in the experiment class passed compared to 60% in the control class. Moreover, the share of students passing with good grades was 58% in the experiment class compared to 32% in the control class. So, not only did the share of students passing the course increase by a third, but also the share of students passing with good grades almost doubled

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Communications Society, 2016.
Series
Frontiers in Education Conference. Conference Proceedings, ISSN 1539-4565
National Category
Computer Sciences
Research subject
Dependable Communication and Computation Systems
Identifiers
URN: urn:nbn:se:ltu:diva-31906DOI: 10.1109/FIE.2015.7344221Scopus ID: 2-s2.0-84960435626Local ID: 63af7b96-1799-4553-92a9-1a1a550cd0f4ISBN: 978-1-4799-8454-1 (electronic)OAI: oai:DiVA.org:ltu-31906DiVA, id: diva2:1005140
Conference
Frontiers in Education Conference : 21/10/2015 - 24/10/2015
Note

Validerad; 2016; Nivå 1; 20160321 (andbra)

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-07-10Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Jonsson, Håkan

Search in DiVA

By author/editor
Jonsson, Håkan
By organisation
Computer Science
Computer Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 480 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf