Evolution in Student Perceptions of a Flipped Classroom in a Computer Programming Course

Abstract

The “flippedclassroom” pedagogical approach is used for a combined undergraduate and graduate computer programming course in meteorology. Details of how the course was flipped are discussed, as well as how student perceptions of the approach, which were gathered from qualitative feedback collected throughout the semester, evolved. Overall, students were largely supportive of using the flipped classroom and remained so throughout the semester. The availability of resources, including the textbook, online videos, and classroom collaboration, was cited as a key component of students being able to succeed. Working through assignments in a collaborative manner with the assistance of other students and the instructor also contributed to the majority of students perceiving the flipped classroom as being effective for their learning. A small number felt the approach was ineffective and expressed a desire for a lecture component; in fact, an increasing number of students identified a need for a brief lecture in class, particularly for more advanced programming topics covered toward the end of the semester. Although there were challenges for students, many felt that the flipped classroom improved their critical thinking skills and gave them confidence to apply computer programming as an analysis tool outside of the classroom.

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Casey E. Davenport

Casey E. Davenport (Casey.Davenport @uncc.edu) is assistant professor of meteorology in the Department of Geography & Earth Sciences at the University of North Carolina at Charlotte.