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Comparing outcomes in inverted and traditional CS1

Authors:

Daniel ZingaroAuthors Info & Claims

ITiCSE '14: Proceedings of the 2014 conference on Innovation & technology in computer science education

Pages 261 - 266

https://doi.org/10.1145/2591708.2591752

Published: 21 June 2014 Publication History

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Abstract

We compare a traditional CS1 offering with an inverted offering delivered the following year to a comparable student population. We measure student attitudes, grades, and final course outcomes and find that, while students in the inverted offering do not report increased enjoyment and are no more likely to pass, learning as measured by final exam performance increases significantly. This increase is not simply a function of a more onerous inverted offering, as students report spending similar time per week in the traditional and inverted offerings. Contrary to our hypotheses, however, we find no evidence that the the inverted offering disproportionally helps beginners or those not fully fluent in English.

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McQuaigue MLarson MSmith PMelech SSubramanian KSaule E(2024)Engaging CS1 Students with Audio Themed AssignmentsJournal of Computing Sciences in Colleges10.5555/3665609.366562039:8(158-172)Online publication date: 17-May-2024
https://dl.acm.org/doi/10.5555/3665609.3665620
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
Book MBattestilli LKhan SBohórquez EMonga MLonati VBarendsen ESheard JPaterson J(2024)Investigating Academic Confidence, Workload Stress, and Performance in a BlendFlex Computer Science CourseProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653606(583-589)Online publication date: 3-Jul-2024
https://dl.acm.org/doi/10.1145/3649217.3653606
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Index Terms

Comparing outcomes in inverted and traditional 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

ITiCSE '14: Proceedings of the 2014 conference on Innovation & technology in computer science education

June 2014

378 pages

ISBN:9781450328333

DOI:10.1145/2591708

Conference Chairs:
Åsa Cajander
Uppsala University, Sweden
,
Mats Daniels
Uppsala University, Sweden
,
Program Chairs:
Tony Clear
Auckland University of Technology, NZ
,
Arnold Pears
Uppsala University, Sweden

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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Association for Computing Machinery

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Published: 21 June 2014

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Bilkent University
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ITICSE '14: Innovation and Technology in Computer Science Education Conference 2014

June 21 - 25, 2014

Uppsala, Sweden

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ITiCSE '14 Paper Acceptance Rate 36 of 164 submissions, 22%;

Overall Acceptance Rate 552 of 1,613 submissions, 34%

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McQuaigue MLarson MSmith PMelech SSubramanian KSaule E(2024)Engaging CS1 Students with Audio Themed AssignmentsJournal of Computing Sciences in Colleges10.5555/3665609.366562039:8(158-172)Online publication date: 17-May-2024
https://dl.acm.org/doi/10.5555/3665609.3665620
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
Book MBattestilli LKhan SBohórquez EMonga MLonati VBarendsen ESheard JPaterson J(2024)Investigating Academic Confidence, Workload Stress, and Performance in a BlendFlex Computer Science CourseProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653606(583-589)Online publication date: 3-Jul-2024
https://dl.acm.org/doi/10.1145/3649217.3653606
Burlinson DMcquaigue MGoncharow ASubramanian KSaule EPayton JGoolkasian P(2023)BRIDGES: Real world data, assignments and visualizations to engage and motivate CS majorsEducation and Information Technologies10.1007/s10639-023-11958-429:9(10649-10675)Online publication date: 10-Oct-2023
https://doi.org/10.1007/s10639-023-11958-4
Mcquaigue MStrahler JSubramanian KSaule EPayton J(2022)Location Based Assignments in Early CS Courses Using BRIDGES Engages StudentsJournal of Computing Sciences in Colleges10.5555/3581625.358163538:5(107-116)Online publication date: 1-Nov-2022
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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
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Aggarwal AAshok A(2022)Exploring the Differences in Students’ Behavioral Engagement With Quizzes and Its Impact on their Performance in a Flipped CS1 CourseProceedings of the 22nd Koli Calling International Conference on Computing Education Research10.1145/3564721.3564740(1-11)Online publication date: 17-Nov-2022
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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
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Sobral S(2022)To Do or not to Do Previous Homework in Computer Education2022 11th International Conference on Information Communication and Applications (ICICA)10.1109/ICICA56942.2022.00013(34-39)Online publication date: Jun-2022
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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
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Evaluating an inverted CS1

Drop, Fail, Pass, Continue: Persistence in CS1 and Beyond in Traditional and Inverted Delivery

The inverted-lecture model: a case study in computer architecture

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