A study of flipped offline and online computer programming courses in a Japanese university

Yoshihiro Hirata

International Journal of Innovation and Learning, 2022, vol. 31, issue 3, 385-403

Abstract: The aim of this study was to explore how Japanese university students enrolled in a computer programming course perceived the effectiveness of flipped learning. The study covers two school years, considering the impacts of students' transition from in-person (offline) learning in 2019, to remote (online) classes in 2020. The findings indicate that there was a significant 34% increase in the number of students who described the online course as challenging in 2020 when compared to 2019. The majority of students indicated a preference for direct consultation between their peers and the instructors, in-person as opposed to online. Students' opinions on the efficacy of pre-learning also varied widely from student to student according to their own preferences, interests, and objectives. The results may provide some useful insights for instructors developing their own flipped learning strategies in this rapidly evolving learning environment.

Keywords: flipped classroom; Japanese; students; blended learning; programming. (search for similar items in EconPapers)
Date: 2022
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