A Flipped Classroom Approach to Teaching Empirical Software Engineering

Autor/in	Gren, Lucas
Titel	A Flipped Classroom Approach to Teaching Empirical Software Engineering
Quelle	In: IEEE Transactions on Education, 63 (2020) 3, S.155-163 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gren, Lucas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2019.2960264
Schlagwörter	Flipped Classroom; Teaching Methods; Masters Programs; International Education; English (Second Language); Second Language Learning; Language of Instruction; Computer Science Education; Computer Software; Foreign Countries; Learning Processes; Active Learning; Longitudinal Studies; Case Studies; Academic Achievement; Grades (Scholastic); Cultural Pluralism; Graduate Students; Computer Assisted Instruction; Comparative Analysis; Student Attitudes; Course Evaluation; Sweden; Africa + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Internationale Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Computer science lessons; Informatikunterricht; Ausland; Learning process; Lernprozess; Aktives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Schulleistung; Notenspiegel; Kulturpluralismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Schweden; Afrika
Abstract	Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped classroom approach in general. Although a few cross-sectional studies show that a flipped classroom approach can increase student learning by providing more time for other in-class activities, such as active learning, such studies are also rare in the context of teaching software engineering. Intended Outcomes: To assess the usefulness of a flipped classroom approach in teaching software engineering. Application Design: The study was conducted at an international master's program in Sweden, given in English, and partially replicated at a university in Africa. Findings: The results suggest that students' academic success, as measured by their exam grades, can be improved by introducing a flipped classroom to teach software engineering topics, but this may not extend to their subjective liking of the material, as measured by student evaluations. Furthermore, the effect of the change in the teaching methodology was not replicated when changing the teaching team. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01