Abstract
The employment of the flipped classroom model in instruction has become popular in Taiwan among different levels of education. Reversed from the traditional in-class lectures, students in the flipped classroom model have to preview the learning materials, watch video clips or complete learning sheets provided by the teacher at home before the class. Then, discussion is the main task in class, and the teacher acts as a facilitator to motivate students to work cooperatively in groups to engage in problem solving or hand-on practices. Most studies have revealed the benefits of the flipped classroom models in enhancing students learning achievement and learning motivation. In this model of learning, students are also able to learn at their own pace, generate more interaction in class, and utilize the time more effectively. As a result, this study aimed to investigate the learning satisfaction of using the flipped classroom model in an introductory course of computer science in the university level, including the opinions of benefits and weakness. 50 sophomore students participated in this study. A questionnaire and a semi-structured interview were the two instruments. The findings were as follows,1. A positive learning satisfaction was found in the use of flipped classroom model, including the pre-classroom activities, online learning materials, and in-class discussion.2. The access to the online videos and the learning preferences were the two major difficulties they have encountered. Low-achievers also felt more frustrated in understanding the pre-class video assignment. Finally, some pedagogical implications were offered.
Author Information
Feng-cheng Chiang, University of Kang Ning, Taiwan
Paper Information
Conference: ACE2017
Stream: Curriculum Design & Development
This paper is part of the ACE2017 Conference Proceedings (View)
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