This paper reports initial experiences with flipping the classroom in an undergraduate computer science course as part of an overall attempt to enhance the pedagogical support for student learning. Our findings indicate that, just as the flipped classroom implies, a shift of focus in the learning context influences the way students engage with the course and their learning strategies. © 2014 Springer International Publishing.
CITATION STYLE
Gnaur, D., & Hüttel, H. (2014). How a flipped learning environment affects learning in a course on theoretical computer science. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 8613 LNCS, pp. 219–228). Springer Verlag. https://doi.org/10.1007/978-3-319-09635-3_25
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