Student Perceptions of Learning Models in First-Year Programming Courses
- Conference
- Location
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Baltimore , Maryland
- Publication Date
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June 25, 2023
- Start Date
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June 25, 2023
- End Date
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June 28, 2023
- Conference Session
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COED Programming Education 1: Students, Motivation, and Mastery
- Tagged Division
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Computers in Education Division (COED)
- Tagged Topic
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Diversity
- Page Count
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9
- DOI
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10.18260/1-2--44310
- Permanent URL
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https://peer.asee.org/44310
- Download Count
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170
Paper Authors
David M. Feinauer, P.E. Virginia Military Institute
Dr. Feinauer is an Associate Professor of Electrical and Computer Engineering at Virginia Military Institute. His scholarly work spans a number of areas related to engineering education, including the first-year engineering experience, incorporating innovation and entrepreneurship practice in the engineering classroom, and P-12 engineering outreach. Additionally, he has research experience in the areas of automation and control theory, system identification, machine learning, and energy resilience fundamentals. His work has been published through the American Society for Engineering Education (ASEE) and the Institute for Electrical and Electronics Engineering (IEEE); he is an active member of both organizations. He holds a PhD and BS in Electrical Engineering from the University of Kentucky.
Runna Alghazo Prince Mohammad Bin Fahd University, Saudi Arabia
Runna Al Ghazo is an educational researcher and rehabilitation counselor. She received her Ph.D. in rehabilitation from Southern Illinois University-Carbondale (USA). Her areas of interest include psychological and systemic variables that may contribute to students' academic success in Higher Education, educational technology, curriculum and instruction, leadership, and technical writing pedagogy.
Jaafar M. Alghazo Virginia Military Institute
Dr. Jaafar Alghazo is an Associate Professor in Electrical and Computer Engineering at the Virginia Military Institute. He graduated from Southern Illinois University with a Ph.D in Engineering Science/Computer Engineering in 2004 and M.Sc. in Electrical and Computer Engineering in 2000 from the same university. He worked at the American University in Dubai, the University of Central Florida, and Prince Mohammad Bin Fahd University before joining the Virginia Military Institute as a Tenure Track faculty member. His research interests are in Machine Learning and Artificial Intelligence in addition to Engineering Education.
Sherif Abdelhamid Virginia Military Institute
Sherif E. Abdelhamid serves as an Assistant Professor at the Computer and Information Sciences Department, Virginia Military Institute (VMI). Before joining VMI, he was an Assistant Professor at the College of Computing and Information Technology (AAST - Smart Village Campus, Egypt). He was also an Infrastructure Software Engineer at the Center for Open Science in Virginia, USA.
He obtained his Ph.D. and M.Sc. degrees in Computer Science from Virginia Tech and M.Sc. and B.Sc. degrees in Computer Science from AAST - Alexandria Campus, Egypt. Dr. Abdelhamid’s research interests are in high-performance services-based computing solutions, novel digital educational technologies, and tools for the social network analysis of complex systems. More specifically, his research focuses on designing and building software systems and services (science-as-service) that enable students and domain experts from various fields to easily access and interact with various learning resources and perform data analyses and simulations to study large-scale biological information socio-technical (BIST) complex systems.
James C. Squire, P.E. Virginia Military Institute
James Squire is the Jamison-Payne Professor of Electrical Engineering at the Virginia Military Institute. Dr. Squire received a B.S. from the United States Military Academy and his Ph.D. from the Massachusetts Institute of Technology. He was awarded a
Abstract
This paper explores student perceptions of the flipped and traditional classroom modalities in two concurrent programming courses among first-year ECE students at a Senior Military College. The course in C programming operated in a flipped classroom style building off of the C Programming zyBook. The second course was a traditional lecture/lab course focused on problem-solving using MATLAB and it was built off a workbook. Students reported high enjoyment of both courses with slightly higher enjoyment of the traditional modality. However, students reported a sense of increased opportunity to ask questions and interact in the flipped classroom course while also expressing a sense that participation in the flipped classroom course helped reduce their dependency on the instructor for learning—a result that may suggest further exploration of flipped classroom pedagogies in transitional and introductory courses. Further study is needed to explore these dimensions and the contributing factors that led to the perceptions shared by the students.
Feinauer,, D. M., & Alghazo, R., & Alghazo, J. M., & Abdelhamid, S., & Squire,, J. C. (2023, June), Student Perceptions of Learning Models in First-Year Programming Courses Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44310
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