Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/256242
Title: Investigation of the flipped classroom with extreme practices in an introductory programming course
Researcher: Manoj Joseph D Souza
Guide(s): Paul Rodrigues
Keywords: Arts and Humanities,Arts and Recreation,Art
Extreme Pedagogy
Introductory Programming Course
University: Anna University
Completed Date: 2018
Abstract: In the last few years there has been a considerable rise in the use and interest in a teaching and learning paradigm most commonly called the flipped classroom. Flipped classroom is an instructional practice, wherein the students learn the subject matter by watching instructional videos at home and engage in active learning exercises in the class guided by the instructor. By moving class lectures to home, time becomes available for students to engage in collaborative learning activities, engage more deeply with the subject matter, and get prompt feedback from the instructor. The most striking feature of the flipped model is that it maximizes student-to-student, student-to-instructor and student-to-content interaction during class time. Extreme Pedagogy , is a conceptual educational framework developed to improve the quality of teaching and learning. In an extreme pedagogical framework, the traditional teaching-teaching learning practices are taken to an extreme level . The four such practices are: goal-driven teaching, pair-learning, instructor-student interaction and continuous assessments. CS1 (Computer Science 1) is an introductory programming course taught in all computing disciplines at the college level. Research reports that CS1 students find it difficult to learn to program, have difficulty with programming courses, thus resulting in high drop-out and failure rates. Teaching programming is considered one of the seven grand challenges in computing education. Hence, there is a need to design effective instructional method to enhance programming students motivation, self-efficacy and performance. newline
Pagination: 21cm
URI: http://hdl.handle.net/10603/256242
Appears in Departments:Faculty of Science and Humanities

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01_title.pdfAttached File205.75 kBAdobe PDFView/Open
02_certificates.pdf8.82 MBAdobe PDFView/Open
03_abstract.pdf310.75 kBAdobe PDFView/Open
04_acknowledgement.pdf399.79 kBAdobe PDFView/Open
05_table of contents.pdf214.95 kBAdobe PDFView/Open
06_list_of_abbreviations.pdf182.8 kBAdobe PDFView/Open
07_chapter1.pdf466.8 kBAdobe PDFView/Open
08_chapter2.pdf471.07 kBAdobe PDFView/Open
09_chapter3.pdf620 kBAdobe PDFView/Open
10_chapter4.pdf716.56 kBAdobe PDFView/Open
11_chapter5.pdf701.1 kBAdobe PDFView/Open
12_conclusion.pdf646.73 kBAdobe PDFView/Open
13_appendices.pdf354.38 kBAdobe PDFView/Open
14_references.pdf553.81 kBAdobe PDFView/Open
15_list_of_publications.pdf189.54 kBAdobe PDFView/Open
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