Title:
Flipping Laboratory Sessions: An Experience in Computer Science [Baixar]Autores/as:
Parejo, José A. and Troya, Javier and Segura, Sergio and del-Río-Ortega, Adela and Gámez-Díaz, Antonio and Márquez-Chamorro, Alfonso E.
Índice de termos:
Videos;Data collection;Education;Mashups;Computer science;Flipped classroom;software engineering;comparative study
Resumo:
This paper reports our experience in flipping a second- year undergraduate course on software architecture and integration, taught in the second course of a Software Engineering degree. We compare the application of the flipped-classroom methodology with a traditional methodology. Our study encompasses two academic courses, in the years 2017 and 2018, and involves a total number of 434 students and 6 lecturers, placing this among the largest studies on flipped-classroom to date. The paper also reports on the production of the videos used with the flipped-classroom methodology, recorded by the lecturers in informal settings, and provides several lessons learned in this regard. The results of the study, backed by a solid statistical analysis of the data, demonstrate the suitability of the flipped-classroom methodology for laboratory sessions in the subject course. Among other results, our analysis concluded that students had on average 24 more minutes per session to solve in-class exercises with the flipped-classroom methodology; more than 70% of the students considered that the quantity, duration and didactic content of the videos were (very) appropriate; and 9 out of every 10 students would prefer this methodology in the laboratory sessions of future courses rather than a traditional face-to-face approach.
DOI:
Como citar:
Parejo, José A. and Troya, Javier and Segura, Sergio and del-Río-Ortega, Adela and Gámez-Díaz, Antonio and Márquez-Chamorro, Alfonso E., "Flipping Laboratory Sessions: An Experience in Computer Science" in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, pp. 183-191, Aug. 2020. doi: 10.1109/RITA.2020.3008132