research-article

Evaluating an inverted CS1

Authors:

Jennifer Campbell,

Michelle Craig,

Paul GriesAuthors Info & Claims

SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education

Pages 307 - 312

https://doi.org/10.1145/2538862.2538943

Published: 05 March 2014 Publication History

Abstract

This case study explores an inverted classroom offering of an introductory programming course (CS1). Students prepared for lecture by watching short lecture videos and completing required in-video quiz questions. During lecture, the students worked through exercises with the support of the instructor and teaching assistants. We describe the course implementation and its assessment, including pre- and post-course surveys. We also discuss lessons learned, modifications that we plan to make for the next offering, and recommendations for others teaching inverted courses.

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Cited By

Iantorno MPandeliev V(2024)Teaching Software to Diverse UX Design Cohorts: From Flipped Classrooms to Computer-Based ScaffoldingProceedings of the 6th Annual Symposium on HCI Education10.1145/3658619.3658632(1-11)Online publication date: 5-Jun-2024
https://dl.acm.org/doi/10.1145/3658619.3658632
Goswami LZeinoddin PEstier TCherubini M(2023)Supporting Collaboration in Introductory Programming Classes Taught in Hybrid Mode: A Participatory Design StudyProceedings of the 2023 ACM Designing Interactive Systems Conference10.1145/3563657.3596042(1248-1262)Online publication date: 10-Jul-2023
https://dl.acm.org/doi/10.1145/3563657.3596042
Ossovski EBrinkmeier MBecker AHembrock LKalbreyer DKlecker S(2022)Heterogenitätsbewusste digitale Gestaltung eines Einführungsmoduls in der InformatikHeterogeneity-Aware Digital Design of an Introductory Module in Computer ScienceMedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung10.21240/mpaed/48/2022.06.14.X48(170-190)Online publication date: 14-Jun-2022
https://doi.org/10.21240/mpaed/48/2022.06.14.X
Show More Cited By

Index Terms

Evaluating an inverted CS1
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

cover image ACM Conferences

SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education

March 2014

800 pages

ISBN:9781450326056

DOI:10.1145/2538862

Conference Chairs:
J. D. Dougherty
J.D. Dougherty, Haverford College
,
Kris Nagel
Georgia Gwinnett College
,
Program Chairs:
Adrienne Decker
Rochester Institute of Technology
,
Kurt Eiselt
University of British Columbia

Copyright © 2014 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 05 March 2014

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SIGCSE '14

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SIGCSE '14: The 45th ACM Technical Symposium on Computer Science Education

March 5 - 8, 2014

Georgia, Atlanta, USA

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SIGCSE '14 Paper Acceptance Rate 108 of 274 submissions, 39%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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SIGCSE Virtual 2024

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1st ACM Virtual Global Computing Education Conference

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Cited By

Iantorno MPandeliev V(2024)Teaching Software to Diverse UX Design Cohorts: From Flipped Classrooms to Computer-Based ScaffoldingProceedings of the 6th Annual Symposium on HCI Education10.1145/3658619.3658632(1-11)Online publication date: 5-Jun-2024
https://dl.acm.org/doi/10.1145/3658619.3658632
Goswami LZeinoddin PEstier TCherubini M(2023)Supporting Collaboration in Introductory Programming Classes Taught in Hybrid Mode: A Participatory Design StudyProceedings of the 2023 ACM Designing Interactive Systems Conference10.1145/3563657.3596042(1248-1262)Online publication date: 10-Jul-2023
https://dl.acm.org/doi/10.1145/3563657.3596042
Ossovski EBrinkmeier MBecker AHembrock LKalbreyer DKlecker S(2022)Heterogenitätsbewusste digitale Gestaltung eines Einführungsmoduls in der InformatikHeterogeneity-Aware Digital Design of an Introductory Module in Computer ScienceMedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung10.21240/mpaed/48/2022.06.14.X48(170-190)Online publication date: 14-Jun-2022
https://doi.org/10.21240/mpaed/48/2022.06.14.X
Ossovski E(2022)Digitally Supported Introductory University Teaching in Computer Science Considering Heterogeneous GroupsProceedings of the 2022 ACM Conference on International Computing Education Research - Volume 210.1145/3501709.3544296(10-11)Online publication date: 7-Aug-2022
https://dl.acm.org/doi/10.1145/3501709.3544296
Sobral S(2021)Teaching and Learning to Program: Umbrella Review of Introductory Programming in Higher EducationMathematics10.3390/math91517379:15(1737)Online publication date: 23-Jul-2021
https://doi.org/10.3390/math9151737
Sobral S(2021)Flipped Classrooms for Introductory Computer Programming CoursesInternational Journal of Information and Education Technology10.18178/ijiet.2021.11.4.150811:4(178-183)Online publication date: 2021
https://doi.org/10.18178/ijiet.2021.11.4.1508
Bakheet EGravell A(2021)Investigating Computer Science Instructors Behavioral Intention to Adopt the Flipped Classroom Applying an Extended UTAUT Model: The Role of Age, Gender, and ExperienceInternational Journal of Information and Education Technology10.18178/ijiet.2021.11.12.157411:12(631-637)Online publication date: 2021
https://doi.org/10.18178/ijiet.2021.11.12.1574
Morrison BQuinn BBradley SBuffardi KHarrington BHu HKallia MMcNeill FOla OParker MRosato JWaite JKrogstie BQuille KSchulte CBecker B(2021)Evidence for Teaching Practices that Broaden Participation for Women in ComputingProceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education10.1145/3502870.3506568(57-131)Online publication date: 28-Dec-2021
https://dl.acm.org/doi/10.1145/3502870.3506568
Ly AParkinson JCutts QLiut MPetersen A(2021)Spatial Skills and Demographic Factors in CS1Proceedings of the 21st Koli Calling International Conference on Computing Education Research10.1145/3488042.3488049(1-10)Online publication date: 17-Nov-2021
https://dl.acm.org/doi/10.1145/3488042.3488049
Bakheet EGravell A(2021)Would Flipped Classroom be My Approach in Teaching Computing Courses: Literature Review2021 9th International Conference on Information and Education Technology (ICIET)10.1109/ICIET51873.2021.9419631(166-170)Online publication date: 27-Mar-2021
https://doi.org/10.1109/ICIET51873.2021.9419631
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