Increasing Students' Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course
Fecha
2020
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IEEE EDUCATION SOCIETY SECTION
Resumen
More than twenty years have passed since the term Flipped Classroom was coined. Despite of
the increasing interest in this teaching methodology, elds like Computer Science still need more research in
order to judge the impact of this methodology in the learning process. Thiswork presents a comparative study
between traditional lectures and a partial application of the Flipped Classroom methodology in the subject
Language Processors of a Computer Science degree. The study involved 158 students during two weeks and
focused on practical contents of the subject. The results show that students in the Flipped Classroom group
were more responsible of their learning process, consequently they got signi cant better learning outcomes
either during or at the end of the learning process. Students' satisfaction was highly positive as well. This
work increases the amount of experiments about Flipped Classroom within the eld of Computer Science.
In addition, this work serves as an example of how to begin the transition from traditional lectures to the
Flipped Classroom methodology.
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J. Urquiza-Fuentes, "Increasing Students’ Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course," in IEEE Access, vol. 8, pp. 211211-211223, 2020, doi: 10.1109/ACCESS.2020.3039628.
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