A Flipped Classroom

Abstract

This study explored students' perceptions of a flipped classroom for an introductory programming class. Students were required to watch video lectures and read lecture notes in advance (pre-class self-study) to prepare themselves for the in-class lectures and tutorials. A mix-methods approach was employed: quantitative survey (n=204) and qualitative interview (n=7) were administered simultaneously. The results suggested that students are not fully ready for a flipped classroom. Most of the students still prefer face-to-face in-class lectures and tutorials. The in-class activities have a positive impact on students' test performance, especially the male students. Peer learning however induces a negative impact on students' test performance, especially among the female students. Pre-class self-study has no impact on students' test performance, except for those without prior programming experience. Females outperform males even though they lack prior programming experience. Students, regardless of programming background, respond equally to a flipped classroom approach.