A study of inverted classroom pedagogy in computer science teaching

Abstract

An “inverted classroom” is a teaching environment that integrates the use of technology with active learning by exploration. In such a teaching environment, the class contact time is used for learning by doing whereas passive teaching is done out of class through the use of some communication medium (video lectures, or web-based content). The aim of this study is to investigate the inverted class room pedagogy in teaching undergraduate computer science course. Its primary objective is to help in bridging the gap of knowledge pertaining to use of technology and its effectiveness within the context of undergraduate computer science education. The course selected for this study is that of Data Structures offered at undergraduate level at a Pakistani university. This study employs the use of the Quasi-Experiment, two groups (Control and Treatment) – Pre-test and Post-test design model of experimentation. Key deductions of this study are that use of inverted class room pedagogy has positive impact on the learning outcomes. Students, who were participants of this experiment, showed a higher knowledge gain than their control group counterparts. This difference is especially pronounced in the areas of problem solving and programming ability. The results from this study can be used to transform other traditional computer science courses to inverted form. Inverted class room pedagogy shows the potential to address issues of student disinterest, lack of motivation and lagging attendance.