Implementing Flipped Classroom Strategy in Learning Programming

Novice students encountered many difficulties and challenges when learning to program. They face problems in terms of high cognitive load in learning and lack of prior programming knowledge. Various strategies and approaches are implemented to overcome the difficulties and challenges in programming. A flipped classroom is an active learning strategy implemented in many subjects and courses, including programming. The flipped classroom strategy consists of three phases, namely, pre-class, in-class, and post-class. A focus group discussion is conducted involving 13 participants from various learning institutions. The purpose of the study is to discuss the implementation of flipped classroom strategy in programming. The study also identifies a technique for monitoring students' involvement in activities outside the classroom and proper motivation to engage students in programming. Related research questions are constructed as guidelines for the discussion. The deductive thematic analysis is performed on the transcripts of the discussion. As a result, four pre-determine codes and two codes were generated from the analysis. This study identifies suitable activities, tools, monitoring strategies, and motivation to support the implementation of a flipped classroom in programming. There is good potential through flipped classrooms in learning programming with a systematic and careful planned implementation.

@article{Eusoff2021,
  title     = {Implementing Flipped Classroom Strategy in Learning Programming},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {12},
  number    = {10},
  year      = {2021},
  publisher = {The Science and Information Organization},
  author    = {Rosnizam Eusoff and Syahanim Mohd Salleh and Abdullah Mohd Zin},
  doi       = {10.14569/IJACSA.2021.0121066},
  url       = {https://doi.org/10.14569/IJACSA.2021.0121066}
}