Investigation of student experinces in flipped programming using epistemic network analysis

Date

2024-1-26

Author

Gedik, Nur

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Several researchers have been drawn to the use of flipped learning in classrooms as a way to enhance engagement and improve learning outcomes. Through the implementation of digital platforms, flipped learning, also known as the inversion of the educational process, spreads the usual hours of learning period outside of the walls of the classroom. In programming courses, flipped learning involves delivering some or all of the classroom instruction through recordings and other media formats, with the remaining class time being spent on cooperative, hands-on exercises with the programming course students (Flipped Learning Network, 2014). The aim of the study is to investigate and understand the experiences of 59 students in technical courses taught with the flipped teaching method. The survey applied to two courses by the same instructor. The results of the survey were analyzed; thematic analysis was applied to identify the main themes and then epistemic network analysis was conducted to understand the relationship among these themes. The analysis was performed for males and females separately to identify the role of gender in understanding students’ experiences and the experiences of the students are compared. Findings indicate that students benefit from pre-class resources, interactive coding exercises, and hands-on activities, leading to improved communication skills, motivation, and a positive learning atmosphere. However, challenges arise for students lacking prior knowledge, facing time constraints, and dealing with the increased workload. The study also delves into gender differences in students' experiences, revealing that male students tend to form denser and more varied cognitive connections compared to their female counterparts.

Subject Keywords

Flipped class learning, Ena, Programming course

URI

https://hdl.handle.net/11511/108747

Collections

Graduate School of Natural and Applied Sciences, Thesis