Learning Achievements and Attitudes in a Computer Science Course: Activating Students Flipped Learning via ICT Technologies

Abstract

In this study, we trialed the combination of a flipped learning portfolio management system and an interactive assessment platform in a first-year Introduction to computers course (n = 58) to improve students engagement and learning achievements. It was recognized that a well-structured flipped learning model to help the students engage in this novel learning model needed to be developed. Including the potential benefits of the before-class learning tasks via using the flipped learning portfolio management system, and the in-class learning activities via the interactive assessment platform. In order to arrange sufficient time to fully engage with the two-stage learning system and in-class activities, traditional lectures were revised and the classroom format was flipped. After analyzing the students learning portfolio for six weeks, it was found that students need at least three weeks to cultivate the habit of watching videos in the before-class stage. Moreover, the students who watched videos more often showed better learning achievements in the formative and summative assessments. The findings further indicated that 80% of the students liked the videos developed by the teacher rather than those on the Internet. The students also showed positive attitudes toward the flipped learning model integrating those technologies.