A qualitative study about enriching programming and algorithm teaching with flipped classroom approach

This study aims to detect the students' views about enriching programming and algorithm teaching with flipped classroom approach. The study was conducted with freshman students in Karadeniz Technical University, Faculty of Technology; Software Engineering Department in fall semester of 2015-201...

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Vydáno v:Pegem eğitim ve öğretim dergisi = Pegem journal of education and instruction Ročník 7; číslo 2; s. 189 - 210
Hlavní autoři: Özyurt, Özcan, Özyurt, Hacer
Médium: Journal Article
Jazyk:angličtina
Vydáno: Ankara Pegem Akademi Yayincilik Egitim Danismanlik Hizmetleri Tic. Ltd. Sti 01.06.2017
Témata:
Algorithms
Coding
Educational Technology
Flipped classroom
Interviews
Mathematics
Programming
Qualitative research
Research Methodology
Semi Structured Interviews
Students
Teaching Methods
ISSN:2146-0655, 2148-239X
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Shrnutí:This study aims to detect the students' views about enriching programming and algorithm teaching with flipped classroom approach. The study was conducted with freshman students in Karadeniz Technical University, Faculty of Technology; Software Engineering Department in fall semester of 2015-2016 academic year. Qualitative research method was used in this study. Semi-structured interview form, which was developed by the researchers, was used as data collecting tool. The study was carried out with the participation of 94 students in the scope of Introduction to Programing and Algorithm course during 14 weeks and this course was designed and carried out in accordance with flipped classroom approach. At the end of the semester, interviews were held with 32 voluntary students among the students taking the course. The data analyzed through content analysis. According to the results of the study, majority of the students expressed positive views about the flipped classroom approach. With regard to the findings of the study, it can be said that flipped classroom approach can be used effectively in programming and coding based courses.
Bibliografie:ObjectType-Article-1
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ISSN:2146-0655
2148-239X
DOI:10.14527/pegegog.2017.007