Flipped Classrooms for Introductory Computer Programming Courses

dc.contributor.authorSobral, Sónia Rolland
dc.date.accessioned2021-02-26T15:35:11Z
dc.date.available2021-02-26T15:35:11Z
dc.date.issued2021
dc.description.abstractTeaching and learning how to program are not easy tasks. Disapproval and dropout rates are a concern for everyone concerned with the topic. Therefore, it is necessary to look for strategies that improve the motivation of students who start a programming course, also improving success rates and decreasing dropout rates. The inverted class model, or flipped classroom, has been used in several experiments, showing very good results. The objectives of this teaching-learning technique is to change the traditional order: students have contact with new subjects before the classroom, using videos, texts or other material, as well as small online tests to check their knowledge. In this way, the face-to-face classes are reserved for discussion, doubts and application of previously acquired knowledge. The purpose of this paper is to analyze the scientific production on Flipped classrooms in introductory programming courses indexed in Elsevier’s Scopus. The sample is composed by 45 articles in total. The results obtained by bibliometric analysis showed when and where those documents are published, who are the authors and what is the focus of said articles. We also analyzed the most cited documents. We made a summary of the articles, namely in what refers to the sample size of the experiences, which programming language is used, in which universities the articles are made, which technology is used, as well as which methods are used in order to create inverted classes and which are the objectives and results of these experiences reported on the articles.. We managed to get a global view of the theme, getting a strong analysis for those who want to use flipped classrooms for teaching programming.pt_PT
dc.identifier.citationSobral, S. R. (2021). Flipped Classrooms for Introductory Computer Programming Courses. International Journal of Information and Education Technology, 11(4), 178-183. doi: 10.18178/ijiet.2021.11.4.1508. Disponível no Repositório UPT, http://hdl.handle.net/11328/3388
dc.identifier.doi10.18178/ijiet.2021.11.4.1508pt_PT
dc.identifier.issn2010-3689 (Online)
dc.identifier.urihttp://hdl.handle.net/11328/3388
dc.language.isoengpt_PT
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectFlipped classroomspt_PT
dc.subjectInverted classroomspt_PT
dc.subjectCS1pt_PT
dc.subjectProgramming languagespt_PT
dc.subjectBibliometricspt_PT
dc.titleFlipped Classrooms for Introductory Computer Programming Coursespt_PT
dc.typejournal articlept_PT
degois.publication.firstPage178pt_PT
degois.publication.lastPage183pt_PT
degois.publication.titleInternational Journal of Information and Education Technologypt_PT
degois.publication.volume11(4)pt_PT
dspace.entity.typePublicationen
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