According to O’Flaherty & Phillips, (2015) “most descriptions of the flipped classroom suggest that multimedia lectures be recorded so students can view them out of class and at their own pace (homework). This asynchronous approach frees up in class time for student centered synchronous learning activities” (p. 85). While some studies have seen very positive results where the learning performance increases and students’ attitudes and adoption of this instruction model are high (Davies, Dean, & Ball, 2013); there has also been a significant number of studies that have shown that students disliked video lectures and claimed that recorded lectures are not appropriate for more difficult course material (Gannod, Burge, & Helmick, 2008; Strayer, 2012).
Limited research has been carried out on the use of flipped classrooms within the teaching of computer science and has tended to focus on teaching basic elements and concepts. Web development, as a subset of computer science, has evolved into the use of complex JavaScript frameworks such as Angular which requires students learning web development to use a combination of programming languages at the same time within their learning. The aims of this research is to propose and implement a model for the deployment of a flipped classroom approach using screencasts to the teaching and learning of web programming frameworks. Cognitive Theory of Multimedia Learning (Mayer, 2002) is used as a theoretical framework to examine student’s perceptions of the flipped approach. This mixed methods empirical study is conducted with 66 undergraduate students in year 2 of a software development degree. This results of this research shows that students value the flipped approach and that it gives them control of their learning, particularly when dealing with a complex technology framework that has limited resources available online.
Keywords: Flipped Classroom, Blended Learning, Web Development Frameworks, Computer Science
References
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.
Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering. In Proceedings of the 30th international conference on Software engineering (pp. 777–786).
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25(February 2015), 85–95. https://doi.org/10.1016/j.ihed...
Mayer, R. (2002). Multimedia learning. Psychology of Learning and Motivation. Retrieved from http://www.sciencedirect.com/s...
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984...
