Computer Programming Teachers’ Challenges for Promoting Students Regulation on Flipped Learning Activities during COVID-19

Valdemar Vicente Graciano Neto,Deller James Ferreira,Anderson Cavalcante Gonçalves

doi:10.7213/1981-416x.21.071.ds15

Abstract

The challenges for computer programming teachers are great, it is difficult to teach concepts and structures inherent in the programming language to students in introductory courses in the field of computer science. The coronavirus pandemic, COVID-19, intensified these difficulties as the entire teaching and learning process migrated to online platforms. The research aims to provide evidence regarding the difficulties that computer science teachers are having to implement inverted classes. The analysis involves the knowledge of teachers’ perceptions of collaborative teaching methods of problem solving, and with regulatory strategies to motivate students and promote reflections on their learning. The results indicate that teachers have had significant difficulties in understanding the use of active methodologies, also in understanding the learning students’ profiles and how they can prepare, plan, implement and favor learning.

Highlights

The traditional teaching model involves a pedagogical structure where the teacher is the center of learning, acting as Knowledge holder (AWIDI; PAYNTER, 2019; BAARS; WIJNIA, 2018)
A mixed, quantitative and qualitative research methodology was adopted to help explore and analyze the interpretation of the results obtained in the research (CRESWELL, 2015) carried out by means of a structured questionnaire to investigate questions and challenges present to facilitate the documentation of the regulations of the companies. flipped learning activities during a Covid-19 pandemic
Guideline 3 (G 3) - How (Learning, Design and Implementation), related to how to prepare, plan, implement and favor learning with the use of active learning methodologies

Summary

Introduction

The traditional teaching model involves a pedagogical structure where the teacher is the center of learning, acting as Knowledge holder (AWIDI; PAYNTER, 2019; BAARS; WIJNIA, 2018). In this model the construction of the Knowledge is limited because students act less actively in learning, since basically the interpretive process is activated (FIDALGO-BLANCO et al, 2017). Students’ interactions can be even more essential when it comes to distance learning, in which students are focused on interacting on online teaching platforms (SHIH; SHENG-HUI, 2020). Normally used as an auxiliary strategy to classroom teaching, became a predominant alternative to teaching at all levels during the COVID-19 pandemic (BAO, 2020). Faced with the new coronavirus pandemic, with numerous blockages around the world and with an uncertain future for education, institutions and educators around the world had to devise new strategies to make teaching viable and safe (LI; LALANI, 2020)

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Conclusion