Evaluation of Flip-Flop Learning Methodology

Abstract

Computer science programs have seen surges in enrollment with approximately 130% increase in new bachelor’s students when comparing the 2009 and 2016 data from the Computing Research Association’s Taulbee survey. Most programs have not been able to hire tenure/tenure-track faculty at the same rate as the enrollment increase. This study reviews the Flip-Flop methodology, which can serve as an instructional approach to improve student learning outcomes. Stelovska, Stelovsky, and Wu discussed their instructional strategy which builds on the flipped classroom model. They added the Flop after Flip to increase student engagement with course content through participation in assessment material development. Students are tasked with creating quiz questions for the video lectures that are completed outside of class. They also have the option to augment the activity with feedback for questions and adding additional media to the video to better illustrate concepts. The pilot test included promising results which included a statistically significant increase in task performance and greater engagement in passive homework assignments including watching videos to prepare for in-class sessions.