Publicação
Flipped classes for algorithm learning
| Resumo: | Recent years have brought the need for new pedagogical approaches, that appeal to the involvement and participation of students in the learning process. One of this approaches is the flipped classroom, which gives to students the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. There is some research going on around this model of teaching-learning, showing some promising results. The purpose of this work is to contribute to this line of research by designing and applying an experiment to compare the efficiency of the flipped classes methodology to the traditional classes. The research hypothesis is that the flipped classes methodology is an efficient method for teaching algorithms. The results were positive, although mildly. The reason for this was the fact that the experiment lasted only two weeks, not giving enough time for students to fully understand how to learn by the flipped classes and to get used to it. Thus, longer experiments are recommended in order to check full capacity of this method. |
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| Autores principais: | Gorgadze, Luka |
| Assunto: | Flipped classes Technology in learning Algorithm learning |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Bragança |
| Idioma: | inglês |
| Origem: | Biblioteca Digital do IPB |
| Resumo: | Recent years have brought the need for new pedagogical approaches, that appeal to the involvement and participation of students in the learning process. One of this approaches is the flipped classroom, which gives to students the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. There is some research going on around this model of teaching-learning, showing some promising results. The purpose of this work is to contribute to this line of research by designing and applying an experiment to compare the efficiency of the flipped classes methodology to the traditional classes. The research hypothesis is that the flipped classes methodology is an efficient method for teaching algorithms. The results were positive, although mildly. The reason for this was the fact that the experiment lasted only two weeks, not giving enough time for students to fully understand how to learn by the flipped classes and to get used to it. Thus, longer experiments are recommended in order to check full capacity of this method. |
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