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Work-in-Progress: Relationship of Students' Class Preparation and Learning in a Flipped Computer Programming Course

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2022 ASEE Annual Conference & Exposition


Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Computers in Education 8 - Video Technology

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Paper Authors


Kwansun Cho University of Florida

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Kwansun Cho is an Instructional Assistant Professor of the Department of Engineering Education, in the UF Herbert Wertheim College of Engineering. She has been teaching introductory computer programming courses for engineers. She holds two Masters’ degrees in Electrical and Computer Engineering from the University of Florida and Yonsei University, specializing in speech signal processing. Her educational research interests include improved flipped classroom teaching/learning for students, and computer- or web-assisted personalized learning.

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Saira Anwar Texas A&M University Orcid 16x16

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Saira Anwar is an Assistant Professor at the Department of Multidisciplinary Engineering, Texas A&M University, College Station. She received her Ph.D. in Engineering Education from the School of Engineering Education, Purdue University, USA. She earned her M.S. in Computer Science with a software engineering concentration from the National University of Computer and Emerging Sciences, Pakistan. Dr. Anwar also holds an M.Sc in Computer Science from Punjab University College of Information Technology, Pakistan. Dr. Anwar is passionate about research and teaching, specifically translating research into evidence-based teaching practices. For her research, she is particularly interested in designing interventions that help develop students' understanding of conceptually hard concepts in STEM courses. She was awarded the 2020 outstanding researcher award by the School of Engineering Education, Purdue University. Also, she is the recipient of Apprentice Faculty Grant Award, 2022 by ERM division, ASEE. Dr. Anwar has over 13 years of teaching experience, including the University of Florida (Department of Engineering Education), Forman Christian College University (Department of Computer Science), and many other higher education institutes in Pakistan. She taught engineering education, computer science, and software engineering courses. She believes in implementing engaging, motivating, and interactive learning experiences through curricular innovation. She was awarded outstanding teacher awards in 2013 and 2006 by her then employers. Also, she was the recipient of the "President of Pakistan Merit and Talent Scholarship" for her undergraduate studies.

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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.

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

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