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Flipping the Foundation: A Multi-Year Flipped Classroom Study for a Large-Scale Introductory Programming Course

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

First-Year Programs: Wednesday Potpourri

Tagged Division

First-Year Programs

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Paper Authors


Emily Ann Marasco University of Calgary

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Emily Marasco is a Ph.D. candidate in Electrical Engineering at the University of Calgary. Her research focuses on interdisciplinary creativity and how creative thinking development can be integrated within technical STEM learning. Emily is a co-founder of Learning Academy for Teaching Techniques and Interdisciplinary Curriculum Enhancement (LATTICE) Development, and is involved in educational technology development initiatives. She is the Canadian Engineering Memorial Foundation 2016 Claudette MacKay-Lassonde Award recipient for her community and outreach accomplishments in inspiring women in engineering.

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Mohammad Moshirpour University of Calgary

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Dr. Mohammad Moshirpour is an instructor of Software Engineering at the Schulich School of Engineering, University of Calgary. His research interests are the areas of software architecture, software requirements engineering, design and analysis of multi-agent systems, intelligent data analytics, data mining and machine learning, and software engineering and computer science education. He is the IEEE Chair of the Computer Chapter of the Southern Alberta Section.

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Mahmood Moussavi University of Calgary

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Dr. Mahmood Moussavi is currently a faculty member of the Department of Electrical and Computer Engineering, at the University of Calgary. He has over 25 years research and teaching experience in different areas of software engineering and information technology, and he has served over 11 year as Director of the Software Engineering at the above-mentioned department.

His general research interest and expertise are summarized as follows:
Distributed and multi-agent software systems
Software design and architecture
Data mining and database management

Dr. Moussavi’s most recent research projects involves:
A simulation-based study on software design for connected vehicles and traffic infrastructures, applying agent-based approach.
Development of a stochastic time series generator with adaptive software architecture
A study on detecting emergent behaviours in distributed systems using an ontology based methodology.

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Flipping the Foundation: A Multi-Year Flipped Classroom Study for a Large-Scale Introductory Programming Course

The flipped classroom format is becoming increasingly common among engineering courses. By offering traditional lecture material online or outside of the scheduled class time, students are able to spend their interaction time with the instructor on hands-on homework and application activities.

Like many undergraduate engineering schools, at _Institution_ all first year students are required to take the introductory computer programming course. With course enrollment around 800 students, and the relatively wide variety of students with different programming backgrounds, it would be insufficient to provide the students with an in-depth learning experience by relying only on a traditional lecture hall format. A flipped classroom provides students with the opportunity to explore the implementation of theoretical programming concepts previously learned online.

After a significant redesign, this course has been run in a flipped classroom format since the summer of 2015. Weekly video lecture content is provided through an online learning management system, and students are held accountable through embedded quizzes. Students collaborate on interactive studio exercises both inside and outside of class time, culminating in a final creative design project.

Data regarding student performance, assessment, and perceptions has been collected over several semesters and will be analyzed and presented in the final paper. Both quantitative and qualitative measures will be included in a mixed methods study. Student performance in consecutive courses will also be discussed in comparison to previous non-flipped cohorts. This paper will outline the design and implementation over two years for this large-scale flipped introductory programming course, and will provide recommendations to other educators based on experience and lessons learned.

Marasco, E. A., & Moshirpour, M., & Moussavi, M. (2017, June), Flipping the Foundation: A Multi-Year Flipped Classroom Study for a Large-Scale Introductory Programming Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28372

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