Implementation and Evaluation of Flipped Algorithmic Class

Implementation and Evaluation of Flipped Algorithmic Class

Teimzit Amira (LRS Laboratory, University of Annaba, Badji Mokhtar, Annaba, Algeria), Mahnane Lamia (LRS Laboratory, University of Annaba, Badji Mokhtar, Annaba, Algeria) and Mohamed Hafidi (LRS Laboratory, University of Annaba, Badji Mokhtar, Annaba, Algeria)
DOI: 10.4018/IJICTE.2019010101
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Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This article answers this question through exploratory studies conducted at Algeria University. In this work, the authors have used a flipped classroom concept for an algorithmic course like java programming, based on learner's learning style and learner's skill level.
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2. Review Of Literature

This section presents the flipped classes approach and the importance of learning algorithms for computer science learners. Some of the problems they face while learning this subject are also described.

2.1. Flipped Classroom

The flipped classroom is usually described as events that have traditionally taken place inside the classroom and are now taking place outside the classroom and vice versa (DeSantis et al., 2015), (Grypp & Luebeck, 2015), (Lage et al., 2000) however, merely a re-ordering of the teaching and learning activities is insufficient to represent the practice of this instructional approach.

Researchers thus attempt to formulate a definition of the flipped classroom approach as a technology-supported pedagogy that consists of two components: (1) direct computer-based individual instruction outside the classroom through video lectures and (2) interactive group learning activities inside the classroom (Bishop & Verleger, 2013; Huang & Hong, 2016Kettle, 2013Kirvan, Rakes & Zamora, 2015).

Flipped classroom approach improves learning outcomes, support active learning and high-level thinking (Baepler, Walker & Driessen, 2014). At the same time flipped classroom approach supports technology use for teaching outside the school (Herreid & Schiller, 2013), gives responsibility of gaining knowledge to the learners (Butzler, 2016). Flipped classroom approach also boosts motivation (Strayer, 2012; Turan, 2015), and improves student learning performance (Hung, 2015). In addition to these, with flipped classroom approach, students find the opportunity to learn individually and in this context they can adjust their own studying time flexibly (O'Flaherty & Phillips, 2015).

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