The midterm and final exam grades obtained in 2014 were compared to 2012 in which a flipped approach had not been used. These comparisons showed when the flipped classroom had been applied, the lowest score increased along with the average score. A decrease in the standard deviation was also noticed. Additional charts showing these comparisons are located in the child node below.

Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom: Exam Grades

The final assignment had 4 main requirements. These requirements as well as the number of students who achieved each requirement is located in the table below. 

Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom: Final Assignment

36 valid survey responses were collected as measures of the students’ motivation, self confidence in the course, and overall impression of the flipped classroom approach. Pie charts for these variables are located in the child nodes below. 

Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom: Survey Responses

-Exam Grades

-Final Assignment

-Survey Responses

Michigan State University

In typical computer programming courses, instructors use class time to teach grammar and provide training. Despite this, students are often unable to create programs other than samples provided in class. This indicates class time is not being used effectively and more time is needed to create code while in class. In effort to resolve this problem, a flipped classroom approach was applied to a computer programming course.  

Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom Summary

With a goal to enhance students’ understanding of the topic and motivation to learn, a flipped classroom approach was applied to a required second year programming class titled Programming Skill. This course has around 50 students and predominately teaches the C language. Within this flipped learning approach, prior to class each week, students were expected to have read the assigned online material, answer drills, which reinforce new information, watch videos, and complete homework. During class, the instructor spends 15 minutes or less summarizing the new knowledge gained from the online activities. The rest of the class time consists of students completing exercises in which individual help is made available. Along with a midterm and final exam, students complete a final assignment in small groups to create a “console-based whack-a-mole game.” This final project utilizes all knowledge acquired throughout the course. Upon completing the course, students were asked to fill out a survey. 

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