Increasing Students’ Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course

Jaime Urquiza-Fuentes

doi:10.1109/access.2020.3039628

Jaime Urquiza-Fuentes

Open Access

https://doi.org/10.1109/access.2020.3039628

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Abstract

More than twenty years have passed since the term Flipped Classroom was coined. Despite of the increasing interest in this teaching methodology, fields like Computer Science still need more research in order to judge the impact of this methodology in the learning process. This work presents a comparative study between traditional lectures and a partial application of the Flipped Classroom methodology in the subject Language Processors of a Computer Science degree. The study involved 158 students during two weeks and focused on practical contents of the subject. The results show that students in the Flipped Classroom group were more responsible of their learning process, consequently they got significant better learning outcomes either during or at the end of the learning process. Students’ satisfaction was highly positive as well. This work increases the amount of experiments about Flipped Classroom within the field of Computer Science. In addition, this work serves as an example of how to begin the transition from traditional lectures to the Flipped Classroom methodology.

Highlights

IntroductionT HE European Higher Education Area and the Bologna Process have triggered many changes in higher education institutions
One of the main aspects of active learning is the engagement of students with their own learning process, which could improve students’ responsibility with it
The production of online educational materials, e.g. educational videos, has increased; and many teachers are considering the use of innovative methodologies like Flipped Classroom

Summary

Introduction

T HE European Higher Education Area and the Bologna Process have triggered many changes in higher education institutions. Many of these changes could be grouped in the application of active learning methodologies [1]. 1http://ocw.mit.edu/about/our-history/, 2020 2https://es.khanacademy.org/ , 2020 plete courses, e.g. Coursera, edX4 is nothing new. The use of this type of educational resources has increased due to the new context imposed by the COVID-19 pandemic. The production of online educational materials, e.g. educational videos, has increased; and many teachers are considering the use of innovative methodologies like Flipped Classroom

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