An Evaluation of the Flipped Classroom Approach Toward Programming Education

Abstract

In the academic years (AY) 2020 and 2021, due to the COVID-19 pandemic, many lectures in universities had to be conducted online. Our faculty provided programming classes in-person instead of online because the programming exercise plays an essential role in classes. Moreover, face-to-face interactions in programming exercises are significant for instructors as they can intensively supervise students' work. The author created lecture videos for lessons provided as hybrid online courses in the AY 2020. Therefore, it was easy to move from regular classes to flipped classes utilizing such resources. In addition, the migration from in-person to online classes has resulted in the intensive use of a learning management system. It has also helped us introduce several learning analytics methods in practical educational fields. This paper provides an overview of the flipped classes for programming courses for first-grade university students conducted by the author in the AY 2021. It also discusses the relationship between students' attitudes toward participation and their performance.