Flipping and Blending--An Action Research Project on Improving a Functional Programming Course

Autor/inn/en	Isomöttönen, Ville; Tirronen, Ville
Titel	Flipping and Blending--An Action Research Project on Improving a Functional Programming Course
Quelle	In: ACM Transactions on Computing Education, 17 (2017) 1, Artikel 1 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/2934697
Schlagwörter	Blended Learning; Teaching Methods; Programming; Computer Science Education; Student Attitudes; Instructional Materials; Cooperative Learning; Course Objectives; Independent Study; Educational Change; Online Courses; Active Learning; Action Research; Student Motivation; College Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Programmierung; Computer science lessons; Informatikunterricht; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kooperatives Lernen; Selbststudium; Bildungsreform; Online course; Online-Kurs; Aktives Lernen; Projektforschung; Schulische Motivation; Collegestudent
Abstract	This article reports on an action research project on improving a functional programming course by moving toward a practical and flexible study environment--flipped and blended classroom. Teaching the topic of functional programming was found to be troublesome using a traditional lectured course format. The need to increase students' amount of practice emerged while subsequent challenges relating to students' independent practical coursework were observed. Particular concerns relating to group work, learning materials, and the attribute of flexibility were investigated during the third action research cycle. The research cycle was analyzed using a qualitative survey on students' views, teacher narrative, and students' study activity data. By this third research cycle, we found that (i) the "call for explanation" is an apt conceptualization for supporting independent work, and in particular for the design of learning materials; (ii) use of student-selected groups that can be flexibly resized or even disbanded enables spontaneous peer support and can avoid frustration about group work; and (iii) students greatly appreciate the high degree of flexibility in the course arrangements but find that it causes them to slip from their goals. The project has improved our understanding of a successful implementation of the target course based on group work and learning materials in the context of independent study, while the attribute of flexibility revealed a contradiction that indicates the need for further action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01