Cho, K., & Anwar, S. (2022, August), Work-in-Progress: Relationship of Students' Class Preparation and Learning in a Flipped Computer Programming Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41246

\bibitem{asee_peer_41246}
  Cho, K., \& Anwar, S. (2022, August), \emph{Work-in-Progress: Relationship of Students' Class Preparation and Learning in a Flipped Computer Programming Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41246

Kwansun Cho and Saira Anwar.  "Work-in-Progress: Relationship of Students' Class Preparation and Learning in a Flipped Computer Programming Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41246 Internet.  02 May, 2024

\bibitem{asee_peer_41246}
  Kwansun Cho and Saira Anwar.
  "Work-in-Progress: Relationship of Students' Class Preparation and Learning in a Flipped Computer Programming Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41246 Internet.  02 May, 2024

@INPROCEEDINGS{asee_peer_41246
author = "Kwansun Cho and Saira Anwar"
title = "Work-in-Progress: Relationship of Students' Class Preparation and Learning in a Flipped Computer Programming Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41246}
number = {10.18260/1-2--41246}
}

TY  - CPAPER
AB  - This work-in-progress paper examines the relationship between students' preparation in flipped class and their learning.

In engineering education, flipped course design is getting more attention among instructors of STEM courses. Flipped classroom model emphasizes student-centered learning, where much of students' learning is connected to their preparation before coming to the class using videos and other study material. As the model is highly dependent on students' self-preparation, it is crucial to capture the trends of students' preparation and its impact on students' learning for effective course design and continuous improvement.

This study presents the preliminary results of an online flipped C++ programming course and evaluates the relationship between undergraduate students' class preparation and learning. Data were collected from 66 students for the whole semester, comprising 15 weeks. For preparation, students were encouraged to watch two videos for the flipped class: 1) description of programming construct and concept and 2) instructor emulation of a live coding session. For measuring students' class preparation, we recorded the video analytics indicating the time spent by each student to watch both videos respectively in each week. In addition, we used students' final scores in the course to measure students' learning and evaluated the relationship between students' class preparation and learning. Furthermore, we examined the trends of time spent on video watching for each week.

Preliminary analysis was conducted using multiple regression and repeated measures ANOVA. The results indicate a significant relationship between students' preparation (time spent on videos) and their learning (final score). Further, the trends in repeated measures highlight the weeks where students spent the most time preparing. This work-in-progress paper relates the study results with the course design.
AU  - Kwansun Cho
AU  - Saira Anwar
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work-in-Progress: Relationship of Students' Class Preparation and Learning in a Flipped Computer Programming Course
UR  - https://peer.asee.org/41246
DO  - 10.18260/1-2--41246
ER  -