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Motivation Profiles of Non-Major Computer Programmers in a Flipped Classroom Environment

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2017 FYEE Conference


Daytona Beach, Florida

Publication Date

August 6, 2017

Start Date

August 6, 2017

End Date

August 8, 2017

Conference Session

WIP: Engineering Education Research - Focus on Engagement

Tagged Topics

Diversity and FYEE Conference - Works in Progress Submission

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Lauren Miranda Lingar

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Abbey Williams


Rachel McCord Ellestad University of Tennessee, Knoxville Orcid 16x16

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Rachel McCord is a a Lecturer and Research Assistant Professor in the Engineering Fundamentals Division at the University of Tennessee in Knoxville. She received her Ph.D. in Engineering Education from Virginia Tech. Her research interests include the impact of metacognitive and self-regulated learning development on engineering student success, particularly in the first year.

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This work in progress paper focuses on investigating different motivational profiles of students in a computer programming course that uses flipped classroom pedagogy. The flipped classroom is an educational concept that is growing in popularity, where the traditional class-lecture and home-work are inverted to home-lecture and class-work. Engaging video lectures are viewed by the students before the class period, while the class time becomes a workshop dedicated to practical exercises and discussion. The flipped classroom methodology is being utilized to teach one of the computer programming courses of the Engineering Fundamentals Program at the University of Tennessee in Knoxville. This class targets approximately 700 students between fall and spring semesters, is one requisite for the majority of engineering majors, but is not required of students majoring in electrical engineering or computer science. Research in motivation and self-regulation has shown that students who are non-computer science majors that take programming courses tend to have lower motivational profiles than students who take the same course while majoring in computer science or a related field. The use of the flipped classroom model requires that students be more disciplined in completing out-of-class assignments (watching videos) in order to be prepared for the in-class activities prescribed for the course. Thus it is important that we investigate the impact that student motivation has on successful performance in our first-year flipped programming course as the difference in motivation may explain our previous study results. This work focuses on the formation of motivational profiles of students participating in the flipped classroom environment. Based on the theory of intrinsic motivation, we used a portion of the Intrinsic Motivation Inventory, specifically the interest, values, and perceived choice scales, to ask students about their motivation in their programming course. Previous work reported initial responses to the IMI scales and compared these results to performance in the class. In this work, we will use cluster analysis to determine if different motivational profiles impact performance in the flipped classroom environment. Analysis of two semesters of data is on-going and will be reported in the full paper.

Lingar, L. M., & Williams, A., & Ellestad, R. M. (2017, August), Motivation Profiles of Non-Major Computer Programmers in a Flipped Classroom Environment Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. 10.18260/1-2--29427

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