This document introduces a new teaching model called the Virtual Flipped Classroom (VFC) which integrates the flipped classroom approach and virtual classroom environment. The researchers applied this model to teach prerequisite computer programming knowledge to students at Sultan Qaboos University who were struggling due to a lack of this foundational knowledge. An experiment using a one-group pretest-posttest design was conducted on 18 students over one semester. Pre- and post-tests were used to measure the impact of the VFC model on students' learning achievement and motivation. The findings indicated that the VFC model led to significant improvements in both learning outcomes and motivation for students in the computer programming course.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
This instructional design project provides a plan for teaching eighth grade students how to create a 5-slide PowerPoint presentation with text, images, and action buttons. The plan includes analyzing learner needs through a survey, establishing learning objectives, and designing instructional materials and assessments. Objectives cover topics like inserting text and images, formatting text, and adding hyperlinks between slides. Students will view an instructional video, create a sample presentation, self-assess their work against a rubric, and submit their completed presentation for grading. The goal is to provide students with 21st century presentation skills that transfer to assessments in their online history course and beyond.
How can high quality “on-line teaching” be guaranteed in a business school context? Under what conditions can “on-line teaching” be a satisfactory substitute for traditional face-to-face teaching? Or is a combination of the two the most effective option for executive education?”
This document provides an overview of an online instructional module to help faculty at the University of Florida successfully navigate the online tenure and promotion process. The module combines behavioral and cognitive learning theories through computer-based instruction and self-paced learning. It aims to make the process easier to understand and complete by breaking it down into objectives that guide faculty through tasks like downloading templates and forms, calculating activity distributions, and understanding the roles and timeline of reviewers. The module would assess learning through interactive exercises and provide resources for faculty to reference throughout their submission process.
IRJET- Introduction of Programming Skills in Peer Tutoring Programme for ...IRJET Journal
The document discusses the introduction of programming skills sessions into the peer tutoring program at the Faculty of Engineering & Technology at Multimedia University in Malaysia. Specifically:
- Programming skills classes in MATLAB and PSpice were recently added to supplement regular subjects tutored in the peer program.
- Feedback from students who attended the programming sessions was positive, with most rating the sessions as good or very good. Students found the peer tutors knowledgeable and topics like image processing interesting.
- The addition of programming skills sessions was found to benefit students by helping improve their foundational programming knowledge and skills needed for engineering projects and courses.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Applicability of Extreme Programming In Educational EnvironmentCSCJournals
In order to validate the results of any XP study, the experiment's environment has to be in line with XP principles and values. XP practices must fit with the environment sitting to accomplish accurate finds and observations. This paper searches the applicability of using the Extreme Programming method in the educational environments specifically in the post-secondary school. After digging in 14 XP experiments were done in different universities and institutions, we figured out that XP is applicable in the educational environment with challenges attached. In this paper, we go deeply in investigating the difficulties that students face when adopting XP in class. Also, we highlight the important factors that affect the XP adoption in education.
A Learning Setting Based on Competitions for Agile Software Engineeringdcsunu
This document describes a graduate-level software engineering course that incorporates competition-based learning. The course focuses on agile software development methodologies. Students work in teams on a semester-long project, implementing Scrum methodology. The project involves writing programs to find missing prime numbers within time limits. Competitions are held at the end of each sprint (iteration) to evaluate program performance. Competition grades are calculated based on performance rankings. Report grades evaluate how well teams applied Scrum. Competition increased student motivation and learning, with most teams performing well on both competition and report components.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
This instructional design project provides a plan for teaching eighth grade students how to create a 5-slide PowerPoint presentation with text, images, and action buttons. The plan includes analyzing learner needs through a survey, establishing learning objectives, and designing instructional materials and assessments. Objectives cover topics like inserting text and images, formatting text, and adding hyperlinks between slides. Students will view an instructional video, create a sample presentation, self-assess their work against a rubric, and submit their completed presentation for grading. The goal is to provide students with 21st century presentation skills that transfer to assessments in their online history course and beyond.
How can high quality “on-line teaching” be guaranteed in a business school context? Under what conditions can “on-line teaching” be a satisfactory substitute for traditional face-to-face teaching? Or is a combination of the two the most effective option for executive education?”
This document provides an overview of an online instructional module to help faculty at the University of Florida successfully navigate the online tenure and promotion process. The module combines behavioral and cognitive learning theories through computer-based instruction and self-paced learning. It aims to make the process easier to understand and complete by breaking it down into objectives that guide faculty through tasks like downloading templates and forms, calculating activity distributions, and understanding the roles and timeline of reviewers. The module would assess learning through interactive exercises and provide resources for faculty to reference throughout their submission process.
IRJET- Introduction of Programming Skills in Peer Tutoring Programme for ...IRJET Journal
The document discusses the introduction of programming skills sessions into the peer tutoring program at the Faculty of Engineering & Technology at Multimedia University in Malaysia. Specifically:
- Programming skills classes in MATLAB and PSpice were recently added to supplement regular subjects tutored in the peer program.
- Feedback from students who attended the programming sessions was positive, with most rating the sessions as good or very good. Students found the peer tutors knowledgeable and topics like image processing interesting.
- The addition of programming skills sessions was found to benefit students by helping improve their foundational programming knowledge and skills needed for engineering projects and courses.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Applicability of Extreme Programming In Educational EnvironmentCSCJournals
In order to validate the results of any XP study, the experiment's environment has to be in line with XP principles and values. XP practices must fit with the environment sitting to accomplish accurate finds and observations. This paper searches the applicability of using the Extreme Programming method in the educational environments specifically in the post-secondary school. After digging in 14 XP experiments were done in different universities and institutions, we figured out that XP is applicable in the educational environment with challenges attached. In this paper, we go deeply in investigating the difficulties that students face when adopting XP in class. Also, we highlight the important factors that affect the XP adoption in education.
A Learning Setting Based on Competitions for Agile Software Engineeringdcsunu
This document describes a graduate-level software engineering course that incorporates competition-based learning. The course focuses on agile software development methodologies. Students work in teams on a semester-long project, implementing Scrum methodology. The project involves writing programs to find missing prime numbers within time limits. Competitions are held at the end of each sprint (iteration) to evaluate program performance. Competition grades are calculated based on performance rankings. Report grades evaluate how well teams applied Scrum. Competition increased student motivation and learning, with most teams performing well on both competition and report components.
This document proposes that DW Pvt Ltd adopt eLearning to fulfill its strategic training needs. eLearning involves conducting online training programs through the internet using electronic media. It has several advantages over traditional classroom training, such as convenience, lower costs, and allowing self-paced learning. The presentation outlines the benefits of eLearning for DW Pvt Ltd specifically, including saving travel costs and staff time. It also discusses challenges of eLearning and suggests strategies for planning an effective eLearning methodology.
The proposal suggests piloting an eLearning program at RHR Elementary School to provide additional technology training and professional development for teachers. It would utilize a blended learning model, with self-paced online courses and modules as well as some face-to-face sessions. The goals are to improve teachers' technology skills, increase integration of tools like web 2.0 in instruction, and provide flexible just-in-time training. A core team of teachers would develop the initial content. The program would use free and existing resources, with costs mainly for substitutes during planning and some equipment. Overall it aims to close technology gaps and increase opportunities for professional growth.
Improving Computing Graduates Writing Skill using Constructivism based Blende...iosrjce
Recognizing that technical report writing is an important employability skill, an action research
study was embarked to examine the efforts of implementing writing interventions through constructivist based
blended learning model to improve computing graduates writing skills. The research was implemented in 142
term for computing graduates of Prince Sultan University, Saudi Arabia. Data was collected through students’
interviews and from Moodle Turnitin, Workshop, Forum and Wiki to analyse the benefits that the students
perceived from each intervention to improve their writing for computing discipline. Encouraging results from
this research suggest new avenues that the computing instructors can practise in their teaching learning process
to help students improve their writing skills. In addition, students’ confidence level increased and the approach
encouraged a positive attitude towards writing.
The document discusses using Alice, a 3D programming environment, to teach introductory programming courses. It aims to motivate students to program, minimize frustration for new programmers, and improve problem solving skills. Common challenges in introductory courses include wide variation in student backgrounds, difficulty of the subject, and time spent on syntax. The author proposes using Alice initially for its visual nature before transitioning to Java, to make programming more accessible and enjoyable for new learners.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
This document proposes a hybrid online/face-to-face course for student technicians employed by a university IT department. The course would include onboarding activities, training modules on communication, professionalism and troubleshooting, and ongoing resources. It would be delivered through Microsoft SharePoint with online videos, documents and discussions as well as face-to-face interaction during work shifts. The goal is to successfully train students in their job duties and provide continual learning opportunities throughout their employment.
This document summarizes a professional development plan for teachers on integrating technology into the classroom. It includes a schedule of activities over one day that introduces teachers to different technologies like smart boards, blogs, and data analysis software. Sessions are divided by subject area and include demonstrations and hands-on use. Evaluation includes an end-of-day web conference for teachers to share experiences, an ongoing wiki for discussion, and the principal monitoring technology implementation and student achievement over 6 weeks to assess the impact of the professional development.
The document discusses the development of electronic educational content and the proper path for this. It argues that previous approaches focused on digitizing textbooks or developing software programs, which did not fully utilize technology or allow for interaction. The ideal approach is developing a content management platform (CMS) that teachers and students can use, giving teachers flexibility to continuously develop and innovate integrated lessons incorporating their experience and expertise into a personalized learning environment.
The document discusses a study that investigated the difficulties faced by 105 polytechnic students in Malaysia in learning fundamental programming courses. The study found that students had moderate understanding of topics like multidimensional arrays, loops, and functions. Students struggled most with understanding the abstract concepts of variable positions in memory during program execution. They also faced difficulties in understanding basic programming structures and designing programs to solve tasks. While practical lab activities helped students learn programming, a major challenge was lecturers not providing enough examples. Most students agreed that visualization tools could help facilitate learning programming by helping them understand program execution.
Staying competitive in the IT field
is a challenge. The use of IT certification programs
involves a number of critical issues and implications
for higher educational institutions (HEIs), educators,
administrators, students, and the IT industry. Hence,
there is a compelling need to gather and share IT
certification program data to chart a comparative
analysis across HEIs that are using certification
programs. This study presents a summary of key
findings among the Bachelor of Science in Computer
Science (BSCS) students in the Lyceum of the
Philippines University Batangas’ performance and
satisfaction level in Computer Networking 1, the
first course in the four-course certification program.It
used the descriptive method of research. Respondents
of the study were the 71 BSCS second year students
who took the course during the Second Semester
of SY 2009-2010. Frequency distribution, Pearson R
and weighted mean were used for data analysis. The
performance and satisfactory level the students gave to learning performance in Computer Networking
1 addresses their learning experiences and was an
evidence of the pedagogical richness of the program
and the contribution of the Computer Networking 1
teacher. In conclusion, the course actively engaged the
students and a clear understanding of the subject were
achieved.
EdTech 501 - TUP Presentation - Beta GroupSarah Miller
The document outlines the process for creating a technology use plan for a school district. It discusses assembling a planning team that includes the district IT manager, curriculum coordinator, school IT coordinators, and teachers. The team will establish goals and objectives, choose technology platforms, and create an implementation plan. They will train teachers, assess the results, and ensure ongoing maintenance and support. The overall process involves research, planning, implementation, assessment, and maintenance of the technology plan.
Development of a Modular Unit of a Higher Level Framework or Tool for Basic P...TELKOMNIKA JOURNAL
This paper reports about the development of a modular unit of a higher level framework or tool whose intended objective is the creation of animated lessons for basic programming (CS1) course in computer science discipline with visual aids. The goal of such lessons is to address the difficulties faced by the novice programmers in CS1 course.This module here after referred to as ‘type writer’allows instructors to render programmes or code snippets in a live typing manner as opposed to their sudden or en-block placement on the presentation area like a Power Point Slide; a commonly used approach in the present day eLearning.This project is planned to be executed in two stages and ‘type writer’ is the outcome of the first stage. This would be combined with another two modules that are planned to be developed in the second stage, to make the complete tool. The entire tool would be developed in Action Script 3.0 language that works on Adobe Flash Platform.
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
Computer Programming in High School: Research PaperCharlie Cuddy
Over a year and a half I researched "Does implementing basic computer programming skills into the senior level Algebra 3-4 curriculum increase problem solving ability while also improving participation and performance of the students in the class?" by reading previous research studies of similar capacity, and implementing my own study in my classroom. The results on student participation and perception of their math classroom were compelling.
Software Engineering Education and TeachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through different teaching approaches to make a positive impact on learning which has now got reduced to monotonous lecturing.
Software Engineering education and teachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through various teaching approaches to make a positive impact on learning which has now
got reduced to monotonous lecturing.
Instructional Message Design: Issues and TrendsEcenaz Alemdağ
1. The document discusses key concepts in instructional message design including issues and trends, cognitive-affective theory of multimedia learning, the effect of modality principle on learning in different media, and message design for mobile learning.
2. It outlines the cognitive-affective theory of multimedia learning proposed by Roxana Moreno, which incorporates cognitive and affective processes in multimedia learning.
3. It examines how the modality principle is strongest in cognitively demanding conditions and when students cannot control the pace of presentation. The modality principle suggests independent sensory channels aid learning.
This document provides information for a lab course on Object Oriented Software Engineering at Galgotias University. It outlines the course code, faculty details, syllabus, objectives, and activities. The course aims to teach students various object oriented modeling tools and techniques for designing and implementing software projects. Key topics covered in the syllabus include UML diagrams, software engineering processes, and project management. Students will complete assignments modeling various systems using UML diagrams. The document provides context and guidelines for the lab course.
E-Learning Readiness Assessment Tool for Philippine Higher Education Institut...IJITE
The growth of internet technologies changed learning strategies globally. The Philippines is no exemption. Due to its usefulness and potential, E-learning is becoming popular. But before these benefits would be enjoyed, it is very important for an institution to be assessed. This is to identify the needs and factors that directly affect their readiness. This study presents a readiness assessment tool for Philippine Higher Education Institutions. It also serves as a needs assessment instrument.
An Integrated Approach To Teaching Introductory ProgrammingRichard Hogue
This document describes an integrated learning environment called the Java Programming Laboratory (JPL) used to teach introductory Java programming. JPL incorporates problem-based learning, scaffolded exercises, and real-time tracking of student progress. It provides immediate feedback and assistance to help students learn programming concepts and problem-solving skills. Analysis of student data in JPL allows instructors to monitor performance and tune the course as needed to better support student learning and engagement. Evaluation of JPL across 150 first-year students found that it improved pass rates and reduced failure and dropout rates compared to traditional teaching methods.
THE USE OF COMPUTER-BASED LEARNING ASSESSMENT FOR PROFESSIONAL COURSES: A STR...IAEME Publication
Background/Objectives: While the increase in classroom technology, it is necessary to examine how assessment is administered through technology. The purpose of this study is to understand how students and faculty are perceived and examine the effectiveness of the computer-based assessment in professional education courses (Educational Technology) at Northern Iloilo Polytechnic State College, Iloilo, Philippines. Methods: The research design utilized in this study is mixed-method research. A computer-based assessment was utilized to assess students' performance in educational technology. This instrument was validated, and pilot tested to establish reliability. Each campus of NIPSC selected ten students of 70 as respondents during Academic Year 2016-2017. Frequency count, mean, standard deviation, and Wilcoxon signed-rank test were statistical tools used for data analyses. Findings: The study's finding showed a high score of students in the posttest ensured better performance of the students in educational technology. The increase in the posttest per performance level of the students was due to an accurate measure of what they have learned in educational technology. The majority of students users agreed that online assessment was fasters than the paper and pencil form. Also, users agreed that online assessment is contemporary and more systematic. They also stated that online assessment is consistent with the teaching style, but they are less anxious. Furthermore, according to faculty and students, ninety percent (90%) believed that computer-based assessment accurately measures what they are teaching and what they learned in school, respectively. Novelty: With the current situation that the education system is in new normal, computer-based learning is important in flexible learning. And assessment using technology is a great help to both faculty and students. Thus, state universities and colleges (SUCs) should adopt this innovation to help teaching and learning.
This document proposes that DW Pvt Ltd adopt eLearning to fulfill its strategic training needs. eLearning involves conducting online training programs through the internet using electronic media. It has several advantages over traditional classroom training, such as convenience, lower costs, and allowing self-paced learning. The presentation outlines the benefits of eLearning for DW Pvt Ltd specifically, including saving travel costs and staff time. It also discusses challenges of eLearning and suggests strategies for planning an effective eLearning methodology.
The proposal suggests piloting an eLearning program at RHR Elementary School to provide additional technology training and professional development for teachers. It would utilize a blended learning model, with self-paced online courses and modules as well as some face-to-face sessions. The goals are to improve teachers' technology skills, increase integration of tools like web 2.0 in instruction, and provide flexible just-in-time training. A core team of teachers would develop the initial content. The program would use free and existing resources, with costs mainly for substitutes during planning and some equipment. Overall it aims to close technology gaps and increase opportunities for professional growth.
Improving Computing Graduates Writing Skill using Constructivism based Blende...iosrjce
Recognizing that technical report writing is an important employability skill, an action research
study was embarked to examine the efforts of implementing writing interventions through constructivist based
blended learning model to improve computing graduates writing skills. The research was implemented in 142
term for computing graduates of Prince Sultan University, Saudi Arabia. Data was collected through students’
interviews and from Moodle Turnitin, Workshop, Forum and Wiki to analyse the benefits that the students
perceived from each intervention to improve their writing for computing discipline. Encouraging results from
this research suggest new avenues that the computing instructors can practise in their teaching learning process
to help students improve their writing skills. In addition, students’ confidence level increased and the approach
encouraged a positive attitude towards writing.
The document discusses using Alice, a 3D programming environment, to teach introductory programming courses. It aims to motivate students to program, minimize frustration for new programmers, and improve problem solving skills. Common challenges in introductory courses include wide variation in student backgrounds, difficulty of the subject, and time spent on syntax. The author proposes using Alice initially for its visual nature before transitioning to Java, to make programming more accessible and enjoyable for new learners.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
This document proposes a hybrid online/face-to-face course for student technicians employed by a university IT department. The course would include onboarding activities, training modules on communication, professionalism and troubleshooting, and ongoing resources. It would be delivered through Microsoft SharePoint with online videos, documents and discussions as well as face-to-face interaction during work shifts. The goal is to successfully train students in their job duties and provide continual learning opportunities throughout their employment.
This document summarizes a professional development plan for teachers on integrating technology into the classroom. It includes a schedule of activities over one day that introduces teachers to different technologies like smart boards, blogs, and data analysis software. Sessions are divided by subject area and include demonstrations and hands-on use. Evaluation includes an end-of-day web conference for teachers to share experiences, an ongoing wiki for discussion, and the principal monitoring technology implementation and student achievement over 6 weeks to assess the impact of the professional development.
The document discusses the development of electronic educational content and the proper path for this. It argues that previous approaches focused on digitizing textbooks or developing software programs, which did not fully utilize technology or allow for interaction. The ideal approach is developing a content management platform (CMS) that teachers and students can use, giving teachers flexibility to continuously develop and innovate integrated lessons incorporating their experience and expertise into a personalized learning environment.
The document discusses a study that investigated the difficulties faced by 105 polytechnic students in Malaysia in learning fundamental programming courses. The study found that students had moderate understanding of topics like multidimensional arrays, loops, and functions. Students struggled most with understanding the abstract concepts of variable positions in memory during program execution. They also faced difficulties in understanding basic programming structures and designing programs to solve tasks. While practical lab activities helped students learn programming, a major challenge was lecturers not providing enough examples. Most students agreed that visualization tools could help facilitate learning programming by helping them understand program execution.
Staying competitive in the IT field
is a challenge. The use of IT certification programs
involves a number of critical issues and implications
for higher educational institutions (HEIs), educators,
administrators, students, and the IT industry. Hence,
there is a compelling need to gather and share IT
certification program data to chart a comparative
analysis across HEIs that are using certification
programs. This study presents a summary of key
findings among the Bachelor of Science in Computer
Science (BSCS) students in the Lyceum of the
Philippines University Batangas’ performance and
satisfaction level in Computer Networking 1, the
first course in the four-course certification program.It
used the descriptive method of research. Respondents
of the study were the 71 BSCS second year students
who took the course during the Second Semester
of SY 2009-2010. Frequency distribution, Pearson R
and weighted mean were used for data analysis. The
performance and satisfactory level the students gave to learning performance in Computer Networking
1 addresses their learning experiences and was an
evidence of the pedagogical richness of the program
and the contribution of the Computer Networking 1
teacher. In conclusion, the course actively engaged the
students and a clear understanding of the subject were
achieved.
EdTech 501 - TUP Presentation - Beta GroupSarah Miller
The document outlines the process for creating a technology use plan for a school district. It discusses assembling a planning team that includes the district IT manager, curriculum coordinator, school IT coordinators, and teachers. The team will establish goals and objectives, choose technology platforms, and create an implementation plan. They will train teachers, assess the results, and ensure ongoing maintenance and support. The overall process involves research, planning, implementation, assessment, and maintenance of the technology plan.
Development of a Modular Unit of a Higher Level Framework or Tool for Basic P...TELKOMNIKA JOURNAL
This paper reports about the development of a modular unit of a higher level framework or tool whose intended objective is the creation of animated lessons for basic programming (CS1) course in computer science discipline with visual aids. The goal of such lessons is to address the difficulties faced by the novice programmers in CS1 course.This module here after referred to as ‘type writer’allows instructors to render programmes or code snippets in a live typing manner as opposed to their sudden or en-block placement on the presentation area like a Power Point Slide; a commonly used approach in the present day eLearning.This project is planned to be executed in two stages and ‘type writer’ is the outcome of the first stage. This would be combined with another two modules that are planned to be developed in the second stage, to make the complete tool. The entire tool would be developed in Action Script 3.0 language that works on Adobe Flash Platform.
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
Computer Programming in High School: Research PaperCharlie Cuddy
Over a year and a half I researched "Does implementing basic computer programming skills into the senior level Algebra 3-4 curriculum increase problem solving ability while also improving participation and performance of the students in the class?" by reading previous research studies of similar capacity, and implementing my own study in my classroom. The results on student participation and perception of their math classroom were compelling.
Software Engineering Education and TeachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through different teaching approaches to make a positive impact on learning which has now got reduced to monotonous lecturing.
Software Engineering education and teachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through various teaching approaches to make a positive impact on learning which has now
got reduced to monotonous lecturing.
Instructional Message Design: Issues and TrendsEcenaz Alemdağ
1. The document discusses key concepts in instructional message design including issues and trends, cognitive-affective theory of multimedia learning, the effect of modality principle on learning in different media, and message design for mobile learning.
2. It outlines the cognitive-affective theory of multimedia learning proposed by Roxana Moreno, which incorporates cognitive and affective processes in multimedia learning.
3. It examines how the modality principle is strongest in cognitively demanding conditions and when students cannot control the pace of presentation. The modality principle suggests independent sensory channels aid learning.
This document provides information for a lab course on Object Oriented Software Engineering at Galgotias University. It outlines the course code, faculty details, syllabus, objectives, and activities. The course aims to teach students various object oriented modeling tools and techniques for designing and implementing software projects. Key topics covered in the syllabus include UML diagrams, software engineering processes, and project management. Students will complete assignments modeling various systems using UML diagrams. The document provides context and guidelines for the lab course.
E-Learning Readiness Assessment Tool for Philippine Higher Education Institut...IJITE
The growth of internet technologies changed learning strategies globally. The Philippines is no exemption. Due to its usefulness and potential, E-learning is becoming popular. But before these benefits would be enjoyed, it is very important for an institution to be assessed. This is to identify the needs and factors that directly affect their readiness. This study presents a readiness assessment tool for Philippine Higher Education Institutions. It also serves as a needs assessment instrument.
An Integrated Approach To Teaching Introductory ProgrammingRichard Hogue
This document describes an integrated learning environment called the Java Programming Laboratory (JPL) used to teach introductory Java programming. JPL incorporates problem-based learning, scaffolded exercises, and real-time tracking of student progress. It provides immediate feedback and assistance to help students learn programming concepts and problem-solving skills. Analysis of student data in JPL allows instructors to monitor performance and tune the course as needed to better support student learning and engagement. Evaluation of JPL across 150 first-year students found that it improved pass rates and reduced failure and dropout rates compared to traditional teaching methods.
THE USE OF COMPUTER-BASED LEARNING ASSESSMENT FOR PROFESSIONAL COURSES: A STR...IAEME Publication
Background/Objectives: While the increase in classroom technology, it is necessary to examine how assessment is administered through technology. The purpose of this study is to understand how students and faculty are perceived and examine the effectiveness of the computer-based assessment in professional education courses (Educational Technology) at Northern Iloilo Polytechnic State College, Iloilo, Philippines. Methods: The research design utilized in this study is mixed-method research. A computer-based assessment was utilized to assess students' performance in educational technology. This instrument was validated, and pilot tested to establish reliability. Each campus of NIPSC selected ten students of 70 as respondents during Academic Year 2016-2017. Frequency count, mean, standard deviation, and Wilcoxon signed-rank test were statistical tools used for data analyses. Findings: The study's finding showed a high score of students in the posttest ensured better performance of the students in educational technology. The increase in the posttest per performance level of the students was due to an accurate measure of what they have learned in educational technology. The majority of students users agreed that online assessment was fasters than the paper and pencil form. Also, users agreed that online assessment is contemporary and more systematic. They also stated that online assessment is consistent with the teaching style, but they are less anxious. Furthermore, according to faculty and students, ninety percent (90%) believed that computer-based assessment accurately measures what they are teaching and what they learned in school, respectively. Novelty: With the current situation that the education system is in new normal, computer-based learning is important in flexible learning. And assessment using technology is a great help to both faculty and students. Thus, state universities and colleges (SUCs) should adopt this innovation to help teaching and learning.
Predicting students’ intention to continue business courses on online platfor...Samsul Alam
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The research examines Global Business Management students' attitudes towards online courses at Humber College. A survey of 55 students found that while online courses provide flexibility, many students felt the courses lacked organization and detail from professors. Most students preferred traditional classroom courses over online courses. It was recommended that Humber provide more exposure to online learning and consider offering theoretical subjects online before implementing additional mandatory online programs. Overall, the research found students were not satisfied with the effectiveness and clarity of online courses for this program.
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A TOUR OF THE STUDENT’S E-LEARNING PUDDLEacijjournal
E-learning has become essential for university students and the IT industry. While universities focus on predefined coursework, this does not fully prepare students for the fast-changing needs of industry. Only 25% of graduates are directly employable, showing a gap between university learning and workplace skills. Companies provide online courses through platforms like Coursera and Simplilearn to help students gain industry-relevant skills and ease their transition from universities to jobs. Universities could better bridge this gap by focusing more on real-world problems in their e-learning systems.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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1. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/331440426
Virtual Flipped Classroom: New Teaching Model to Grant the Learners
Knowledge and Motivation
Article · March 2019
DOI: 10.3926/jotse.478
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2. Journal of Technology and Science Education
JOTSE, 2019 – 9(2): 168-183 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349
https://doi.org/10.3926/jotse.478
VIRTUAL FLIPPED CLASSROOM: NEW TEACHING MODEL TO GRANT
THE LEARNERS KNOWLEDGE AND MOTIVATION
Sameh S. Ismail1,2
, Shubair A. Abdulla1
1
Sultan Qaboos University (Oman)
2
Cairo University (Egypt)
samehsaid@squ.edu.om, shubair@squ.edu.om
Received May 2018
Accepted October 2018
Abstract
This research introduces a new pedagogical approach, the Virtual Flipped Classroom (VFC). The VFC is
an integration of two concepts: the Flipped Classroom and Virtual Classroom. It enables teachers to teach
and guide students in applying the activities needed to achieve the best learning levels. To investigate the
effect of VFC, the researchers applied it to students on a computer programming course in the
Instructional and Learning Technology (ILT) department at the College of Education, Sultan Qaboos
University (SQU). The students’ learning achievements and motivation were measured by two
instruments, the Programming Achievement Test and Survey of Student Motivation respectively. One-
group pretest-posttest qusai-experimental design was followed. The sample, which consisted of 18
students, was taught some selective topics of the computer-programming perquisite using the VFC model.
A pretest and posttest are administered before and after using the VFC model. The researchers used
independent sample t-tests and multivariate analysis of variance (MANOVA) to analyse the data obtained.
The findings indicated a significant difference in learning achievement and motivation before and after
applying the VFC model. The differences indicate that the VFC model is beneficial to student outcomes.
Further analysis showed that the new model contributed to the improvement of performance of low
achieving students.
Keywords – Virtual flipped classroom, Flipped classroom, Virtual classroom, Achievement levels,
Motivation, Computer programming.
To cite this article:
Ismail, S.S., & Abdulla, S.A. (2019). Virtual flipped classroom: new teaching model to grant the
learners knowledge and motivation. Journal of Technology and Science Education, 9(2), 168-183.
https://doi.org/10.3926/jotse.478
----------
1. Introduction
Computer programming is crucial in today’s world (Lye & Koh, 2014). Technology has developed to the
point whereby most people probably rely on smartphone apps to manage their daily tasks. All of these
apps are fuelled by computer programming. Currently, we are living in a world where computer programs
are found nearly everywhere. For instance, smartphones are a combination of computer programs and
technology, Google Glass is the combination of computer programs and glasses, and smart watches are
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3. Journal of Technology and Science Education – https://doi.org/10.3926/jotse.478
the union of computer programs with watches. For educational technology specialists, computer
programming also plays a crucial role. Being exposed to coding gives them an appreciation of what can be
done with computer programming. The truth is that most of our instructional and learning systems are
based on learning management systems; many instructors and trainers globally use online learning
platforms to create and manage courses, deliver self-paced online or blended courses, provide secure
instructional video streaming, and conduct advanced tests and assessment sessions (Ismail & Shubair,
2015; Kahn & Spiegel, 1999; Park, 2016; Choi, Kopcha, Mativo, Hill, Hodge, Shin et al., 2016). Without
computer programming, the whole learning system could collapse. Computer-programming courses are
essential for preparing educational technology specialists and allow them to meet the challenges in their
daily professional lives. This fact has been realized at the Department of Instructional and Learning
Technologies, College of Education at SQU. Two computer-programming courses have been added to the
bachelor programme. These courses aim to provide students with the technical knowledge and skills to
develop and implement computer solutions that accomplish goals important in any educational
environment.
Researchers have noticed a sign of low level in the performance of students in computer programming
courses at SQU. This was noted through the grades of the current students as well as the previous years’
students in tests and through their interactions and responses during class time. After reviewing the
departmental programme, the researchers concluded that the computer programming courses lack
prerequisite programming knowledge, which is specific knowledge that must be obtained before a student
can take a course of this type. Such prerequisite knowledge is usually at a lower level of the same course
subject. From an academic perspective, prerequisite knowledge is very crucial since it helps the teacher to
teach at a certain academic level and provides the students with knowledge and skills that help them feel
more confident with the subject matter. Ignoring the need for prerequisite knowledge will result in
difficulties in learning the needed skills to achieve success in the next level.
To engage students in computer programming more effectively, the programme should provide ideas
about the computational approaches to problem-solving, computational modes of thinking, and
mathematical and logic aptitude, which are essential to understanding computer programming and might
be granted by prerequisite knowledge i.e. discrete math, data structure and algorithms, and logic design.
The researchers conducted an online quiz to evaluate the students’ fundamental knowledge of computer
programming. The results of the quiz indicated that the students had a significant low level of knowledge.
For example, many students had difficulty in applying the if-statement to some data structures and failed
in the fundamental operations associated with a variety of data structures as they did not have the basic
background. As the number of hours in the students’ plan does not allow a new course to be added that
provides the prerequisite knowledge of computer programming, the researchers tried to allocate extra
contact hours to teach the students this knowledge, however, the credit hours system and the inability to
determine the time for all students prevented this from taking place.
Therefore, the main point of this study is to determine what prerequisite knowledge is necessary for
computer programming students. The researchers planned to deliver this content and make it available
through the use of a flipped classroom. To deal with the difficulties and problems related to the content,
and to collaborate in solving problems in the computer programming, there was the clear need for a new
learning environment that provides interaction between the instructor and the students and between the
students themselves. This learning environment was provided by the virtual classroom. As a result, the
researchers integrated the concept of the Flipped Classroom with the concept of the Virtual Classroom
to devise a new teaching model, the Virtual Flipped Classroom (VFC).
1.1. Purpose of the Research
This research aims to solve the problem caused by the lack of time and classrooms needed to supervise
and guide the students in learning the prerequisite knowledge needed for the programming course at SQU
through the VFC model. This model helps students learn the prerequisite knowledge required to
undertake more advanced programming courses. This research tries to answer the following questions:
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4. Journal of Technology and Science Education – https://doi.org/10.3926/jotse.478
1. What is the VFC?
2. Is the VFC effective in providing students the knowledge they need?
3. Is the VFC effective in solving problems in computer programming?
4. Is the VFC effective in increasing the motivation of students to learn computer programming?
1.2. Significance of the Research
The significance of the research is represented by providing students with a new learning environment
that delivers the prerequisite knowledge required to undertake more advanced programming courses. The
use of our new VFC model will increase student motivation and promote prerequisite knowledge, which
consequently improves the learning experience of computer programming. In addition, the use of the
VFC model will provide opportunities to facilitate learning through the ability of recording and replaying
the lectures devoted to teaching prerequisite knowledge for computer programming.
2. Literature Review
The Active Learning (AL) approach has been roundly debated in the field of education. It is related to the
students’ performance, assimilate, and knowledge and skills mastering. Hence, researchers and educators
have been investigating methods and strategies that achieve AL and ensure student learning and
interaction in the classroom through a variety of activities (Sesen & Tarhan, 2010; Patrick, Howell &
Wischusen, 2016). The Flipped Classroom (FC) is considered an efficient strategy to achieve AL, both in
and out of the classroom (Szarek, Boardman, White & Holt, 2016). The strategy of FC serves both
teaching and learning by flipping course lectures and homework in a hyper multimedia videos which are
posted online so that students can view and study them as many times as they like before classes start
(Slomanson, 2014). These videos can be produced by the teachers themselves or assembled from a video-
sharing website i.e. YouTube, Khan Academy, and PresentationTube. In some cases, teachers instruct a
small group of learners to create multimedia videos either by recording specific scenes or capturing
screencasts of computer activities. In all cases, both learners and teachers will benefit from applying the
FC strategy. Learners can watch lectures at any place or time and utilize classroom time to do their
homework. Teachers can support students to become self-directed learners instead of telling them what to
learn, how to learn, and when to learn, enhancing their critical thinking and self-learning (Sun, Wu & Lee,
2017), constructing experiences, developing communication skills and cooperation, increasing the learning
motivation, and hence increasing their achievement (Sun & Wu, 2016).
The role of teachers in the FC strategy differs significantly from their roles in traditional classrooms. They
manage the class and the time, control the speed of learning, determine the strategies and activities that
will be applied, direct the students’ activities, and motivate and provide them with the support needed.
They also participate in discussion groups by leading the discussion and concluding the essential points.
Teachers are able to determine the strengths and weaknesses in student learning and consequently instruct
and guide the students positively. In addition, the teachers’ role in planning the lesson differs as well. They
become more effective in refining lesson plans that suit the students’ needs. The core of their focus is to
achieve better understanding for students. The teacher’s role in the FC strategy is redefined as that of
guide, coach, and facilitator (Bergmann & Sams, 2012; Hamdan, McKnight, McKnight & Arfstrom, 2013).
No benefits can be obtained from applying the traditional classroom technique.
The FC strategy has articulated four pillars identified by the Flipped Learning Network. To implement the
strategy, the following four pillars should be present (Bergmann & Sams, 2014; Long, Logan & Waugh, 2016):
• Flexible environment: Tools and resources that are custom designed or created to promote the
language communication as the intended outcome.
• Learning culture: Teachers need to consider the type of learners and their personalities,
socioeconomic status, cognitive abilities, and language proficiency in choosing an instructional
methodology.
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5. Journal of Technology and Science Education – https://doi.org/10.3926/jotse.478
• Intentional content: The lesson, teaching, and assessment plans are intentionally selected for the out-
of-class portion and leveraged for the in-class portion.
• Professional educator: Teachers should know the teaching material and their students in order to
develop a plan to move learners forward. Thus, they must be planners, managers, facilitators,
coaches, problem solvers, and researchers.
The virtual classroom (VC) can be defined as a computer-based environment in which AL can be applied
since almost everything that can be done in a real classroom can be done in a virtual one. The VC
teacher’s role is not much different from that in the real classroom. Students and teachers can collaborate
using multiple communication channels such as audio, video, chat, and whiteboard. The VC environment
provides students and teachers with the possibility to communicate both synchronously and
asynchronously. The synchronization environment of VC effectively raises student satisfaction (Thomson,
2010) and has an effect on the social side of education (Martin, Parker & Deale, 2012). In addition, using
a synchronous virtual classroom gives students the opportunity to: interact with the teacher and other
students, obtain immediate feedback from teachers, enhance dynamic interactions with other participants,
strengthen their social presence, exchange the emotional supports, and supply verbal elements
(Allmendinger, Kempf & Hamann, 2009; Lietzau & Mann, 2009). The asynchronous environment of VC
is a digital environment that enables students to participate in activities any time, any place. This feature
overcomes the problem of attending classes in real-time and takes into account individual differences.
VC technologies have evolved and expectations for quality are higher than ever (Martin & Parker, 2014).
Some recent technologies include sending messages to selected users (e.g. private messages), texting and
drawing graphics and diagrams (e.g. E-Board), sharing software and files between teachers and students
(e.g. application sharing and file transfer), viewing PowerPoint slides and video clips, asking survey
questions in real time to students (e.g. polling), dividing students into small groups based on their
characteristics or their levels (e.g. breakout rooms), and live recording of lessons to be able to watch and
review them at a later time (Marlowe, 2012; Parker & Martin, 2010). Some famous synchronous VC
environments include Adobe Connect, Blackboard, WebEx, Centra, Anymeeting, DimDim and WIZIQ.
2.1. What is the VFC?
This section will answer the first research question: What is the VFC?
For the case in hand, there are no restrictions that ensure that students entering the
computer-programming course have some prior knowledge. When the researchers decided to deliver this
knowledge through a new prerequisite course in a traditional classroom (Figure 1a), the main challenge
was that the bachelor programme of the ILT students prevents adding any kind of prerequisite courses.
They attempted to replace part of the computer-programming course with the prerequisite knowledge
needed. Unfortunately, the number of weeks in one semester is barely enough to cover the content of the
course. The researchers also attempted to hold extra lecture hours out of the students’ official class hours
but they could not find free time and a suitable place for all registered students.
Accordingly, the researchers suggested teaching the prerequisite knowledge by employing the FC strategy.
This strategy is extremely helpful and the programming students will learn the prerequisite knowledge at
their own pace and according to their schedule. The FC strategy involves two stages, as depicted in
Figure 1b:
• Self-learning stage: in this stage, the teacher provides video lectures out of the classroom’s official
time to avoid the problem of a lack of classrooms and time.
• Interactive activities in the classroom stage: the teacher in this stage performs plenty of individual and
group activities to deepen the students learning.
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Again, we faced the same challenge to complete stage two – a lack of classrooms and time. The VC
environment is the only useful way in this case as it is a learning environment that allows the students and
teachers to communicate with each other without the need to be physically together at the one time. To
overcome all of these challenges, the researchers’ suggestion was to merge the FC strategy with the VC
environment to produce a new learning model referred to as the Virtual Flipped Classroom (VFC). The
VFC allows the students to watch and listen to lectures at home and then perform their interactive
activities and apply their knowledge in a virtual synchronized classroom in a way similar to the real
classroom environment. Figure 1-c depicts the VFC model.
Figure 1. Traditional classroom, flipped classroom, and virtual flipped classroom models
3. Methodology
3.1. Participants
The sample used in the current research consists of a total of 18 students, 3 males and 15 females, from
two different cohorts, 2012 and 2013. All the students in the sample are studying at the Department of
Instructional and Learning Technologies in the College of Education, SQU. They registered in the
computer programming course because it is compulsory in their major.
3.2. Research Design
A quasi-experimental design has been followed in this research. To find out the effect of the VFC model
on student performance, the researchers followed a one-group pretest-posttest design. This kind of
research design increases the statistical power of measuring the effect of the VFC model. The
experiments lasted for one academic semester using some selective topics that can be considered
perquisites of the computer programming course such as algorithmic thinking ability and computer
programming ability. Six multimedia video lessons were prepared to teach the topics and these were
enriched by active-learning activities such as real-world problem-solving cases and interactive questions. A
pretest was given to the participants prior to applying the VFC model to measure their prerequisite
knowledge, and then the researchers applied the VFC model using the six multimedia videos. After that, a
posttest was administered to measure the students’ prerequisite knowledge again.
3.3. Instruments
We designed two instruments: Programming Achievement Test (PAT) and Survey of Student Motivation
(SSM). The main goal of these instruments is to measure students’ levels of learning and motivation using
the FVC model.
3.3.1. Programming Achievement Test (PAT)
The Programming Achievement Test (PAT) is the first instrument used in this research. Two versions of
PAT were administered: (i) “PAT1”, to measure the students’ knowledge in computer programming and
(ii) “PAT2”, to measure the students’ ability in solving real-world problems. The same content was used in
the pretest and posttest for both versions; however, the order of the test items in the posttest was changed
to avoid the same-set-response effect. The content validity of the two versions of PAT was determined by
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a panel of experts. We made all the necessary changes in the content to address the panel’s concern before
the administration of the tests. For the first version, the test items comprised 30 multiple-choice questions
(MCQ) on the concept of decision structure, which allows programs to control which statements are
executed and when. Sixty minutes were allotted for the test. For each MCQ, there was one mark, with the
final score then being calculated out of a total of 10. In the second version, the students’ ability for
solving real-world problems was measured by asking them to write the corresponding programs in
VB.NET to sole the following problems: (1) finding the students in probation list, (2) finding the
maximum student’s grade, and (3) sorting three numbers in ascending order. The program must contain
one or two IF-statements, i.e. if … then, if … then … else, and if … then … else if. Forty minutes were
allotted for this version of PAT.
3.3.2. Survey of Student Motivation (SSM)
The survey of student motivation (SSM) is the second instrument used in this research. The SSM is
designed based on Keller’s course interest survey (Keller, 1999), with some adaptation to fit the goal of
our research. The SSM was distributed among the participants as pretest and posttest. It consisted of 25
items categorized into four parts: Attention, Relevance, Confidence, and Satisfaction (ARCS). Using the
Likert-type 5-point scaling of items, SSM was administered to the participants for 25 minutes. The
content validity of the SSM was determined by a panel of experts. The reliability is established by applying
it to a pilot sample of 14 students out of the research sample. The reliability estimation is obtained using
Cronbach’s alpha measure. The overall reliability estimation was 0.715, which refers to an acceptable
reliability. The reliability value ranged from 0.824 – 0.899, as shown in Table 1, which indicates Cronbach’s
alpha measurements for the categories of SSM items.
Items Category Number of Items Cronbach’s Alpha
Attention 6 0.898
Relevance 6 0.886
Confidence 7 0.824
Satisfaction 6 0.899
Total 25 0.715
Table 1. Cronbach’s alpha measurements for the categories of SSM items
3.4. Production Materials
The content has been developed for video lessons that covered three topics: algorithms and flowcharts,
modularity, and logic. Six video lessons have been produced with a total of 4 hours and 10 minutes. Each
lesson includes objectives learning, lesson content, and evaluation. Each video required the following four
production stages:
• Planning: this stage involved introducing the lesson objective, preparing the lesson content
perfectly by concentrating on clarity and removing fillers and repetitions, in addition to suggesting
a suitable platform for publishing the videos online.
• Recording: in this stage, a digital camera or screen capture software was used to produce the video
lessons.
• Editing: this stage is crucial in making sure the video flows in a way that achieves the instructional
goals. It can take a relatively long time. It aims at improving the videos lessons, and involves
adding footage, effects, music or graphics, removing unwanted footage, titling, colour correction,
or sound mixing.
• Publishing: the final stage aims to publish video lessons securely to a video hosting online platform
which will be easily viewed on the students’ laptops and mobile devices.
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To get the students interested in learning the content, we produced it in a fun and interesting way by
adding a game that involved building a Tic-Tac-Toe game. The inclusion of several examples of codes has
been taken into account in the production of videos to simplify the concepts and knowledge. Following a
gradual procedure in the explanation along with using images, videos, and instructional flash files (SWF
files) is also taken into account. After describing the lesson content, the formative evaluation is conducted.
All the videos are produced using the Screencast-O-Matic software, which is a free screen and webcam
recorder used to capture video from a computer screen. We used Google Drive to upload the videos and
share them with the students. Figure 2 shows snapshots of two videos to explain how to design the
Tic-Tac-Toe game interface (left) and to write some needed codes to control the game (right). The videos
produced are detailed in Table 2.
Figure 2. Snapshots of video lessons
# Video topic Duration Formative evaluation
1 • Algorithms and flowcharts 0:35:17 Verbal questions
2
• Demonstrating the Tic-Tac-Toe game
• Design the Interface
0:39:20 Assignment
3 • The logic 0:43:46 Verbal questions
4 • Functions and procedures 0:44:24 Verbal questions
5 • Modularization of Tic-Tac-Toe game 0:48:01 Verbal questions
6 • Coding the Tic-Tac-Toe game 0:38:52 Assignment
Table 2. Lesson videos
3.5. Implementation of VFC
As mentioned above, our research is based on the Active Learning (AL) approach, which offers a way of
conceptualizing the learning process in four stages: Dialogue with Self, Dialogue with Others, Observing,
and Doing. Figure 3 depicts the Active Learning approach (Johnson, Johnson & Smith, 1998).
The researchers merged the Flipped Classroom (FC) and the Virtual Classroom (VC) with the AL
approach to produce the VFC learning model. Various AL strategies are adopted in our research such as
the find error strategy, collaborative learning groups strategy, and think-write-pair-share strategy (Petrina,
2006). Our new model introduces the dialogue part (with oneself and with others) as the first step towards
applying the FC and the experience part as the second step. The second step is introduced within a virtual
environment, or more precisely, within VC. Figure 4 shows the different stages of the VFC model, Sameh
and Shubair Model.
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Figure 3. Active Learning approach (Fink, L.D., 2003)
Figure 4. Stages of the VFC model
• Dialogue with Self: This is the first stage of VFC implementation. The main goal of this stage is to
achieve self-learning and to develop learners into independent thinkers. The inputs of this stage
were the videos prepared and sent by the educator. The learners watched the videos to go and
interact deeply into the subject. After watching the videos, the learners had dialogues with
themselves before they produced the output of this stage, which was a reflection paper as well as
answering questions that begin with “What”. Some questions were prepared by the educator, such
as “What is the knowledge learned and skills acquired?” and “What is the role of this knowledge
in the student’s life?” Some other questions were prepared by the learners themselves, such as
“What are the student’s notes about the subject that has been learned?”, “What are the difficulties
faced during the learning?”, and “What did the student learn?”
• Dialogue with Others: In this stage, the learner collaborated with colleagues about the output of the
previous stage and its content. It happened when the learners were engaged in dialogue sessions
with classmates to build mutual understanding of the video content and to review the questions
prepared by the whole group during the previous stage, as well as the answers. This dialogue can
be considered as “partial dialogue” as it might be limited to partial groups of the learners. The
learners also engaged in dialogue situations outside of class under the monitoring of the educator
using some creative technologies such as emails, mobile apps, and live chatting. The inputs of this
stage were the questions and the answers that have been introduced by the learners and recorded
in the reflection paper during the dialogue sessions. The conclusions of these dialogue sessions,
i.e. the questions with no accurate answers, were considered as the outputs of the stage. Any
unanswered questions should be presented to the educator for improved learning.
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• Observing: The events of the observing stage took place virtually in the virtual classroom. This
stage aimed at providing learners with experiences through observing the activities performed by
the educator or the learners during the virtual classroom. Initially, the educator presented an
introduction to the topic, which had been sent previously to the learners. He also presented an
introductory video or a final product created based on his prior expectation of the difficult points
in the content elements. After that, the learners discussed their unanswered questions, which were
considered as inputs for this stage. The learners then posted their notes about the videos and
shared their thoughts with the educator and classmates virtually using the chat window or through
the microphone. Finally, the educator started answering in a practical way the learners’ questions.
The answers given by the educator were the outputs of the observing stage.
• Doing: The doing stage was the final stage in the VFC model. The events of this stage took place
in the virtual classroom. This stage aimed at giving learner experiences-by-doing through direct,
purposeful experiences, which are what the students can learn by doing them. This way of
teaching was done through assignments to solve real-world problems by writing computer
programs, and these assignments were the inputs for this stage. The educator introduced the
activities during the virtual classroom to make the learners apply what they have learned in the
flipped classroom (the videos) and what they have observed in the virtual classroom. The
activities done by the learners to solve the assignments were considered as the output of the
stage. Both the observing and doing stage have been implemented using the WIZIQ platform.
Figure 5 shows a snapshot of the WIZIQ platform where the students are online discussing and
solving an assignment presented by the educator.
Figure 5. WIZIQ platform
In the WIZIQ environment, the educator presented an exercise to arrange the names of the students in
descending order according to their grades. The exercise was a VB.NET program with a number of
missing VB.NET instructions, and the student had to fill in the blanks with the appropriate instructions.
The educator directed learners signed in in the class to complete the missing instructions. He gave the
learners two minutes to think and answer. The educator then allowed the learners to respond according to
the priority of participation by giving them the Handler to use the Whiteboard. The learner that had the
Handler interacted with the class either through the Whiteboard or through audio. The answers were
ordered according to the determination of the educator. The learner was not allowed to answer in a
random manner and had to follow the order determined by the teacher. If the learner responded correctly,
the educator allowed him to continue and answer the next instruction. Otherwise, the educator turned the
Handler off in order to discuss the incorrect answers with the students.
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4. Data Analysis and Results
The tables and graphs show the results of applying the PAT and SSM instruments to test the students’
level of learning and motivation. t-test analysis was conducted to determine if the pretest and posttest
results are significantly different from each other. With respect to the level of motivation, one-way
multivariate analysis of variance (MANOVA) was conducted with group as a between subject variable and
attention, relevance, confidence, and satisfaction as dependent variables. All analyses were conducted
using SPSS software. The statistical significance level was set at p < 0.05.
Learning Achievement, Knowledge and Problem Solving Pretest and Posttest
The t-test analysis was conducted to determine if the pretest and posttest results are significantly different
from each other. This answers the second research question: Is the VFC effective in providing students
the knowledge they need?
Table 3 shows the t-test results for PAT1 that measured the students’ computer programming knowledge.
t-tests were also applied to answer the third research question: Is the VFC effective in solving problems
in computer programming? Table 4 shows the t-test results for PAT2 that measured the students’ ability
to problem-solve in relation to computer programming.
Since the (p) value was set at 0.05, if the p-value was less than 0.05, it could be concluded that there is a
statistically significant difference between the means of the pretest and posttest scores in both versions.
The values of 0.00191 in Table 3 and 0.00105 in Table 4 for p are both < 0.05, and clearly show that the
difference is significant. The final decision from the t-test results is to decide whether the VFC has an
effect on the learning achievement. Figure 6 graphically depicts the differences between the pretest and
posttest scores that are achieved by the learners in PAT1 and PAT2. Table 5 shows the students’
achievement levels in PAT1 and PAT2 for the pretest and posttest. The scores of students in PAT1 and
PAT2 are categorized into three levels: high (> = 8), average (6-7.9) and low (< 6). This scale has been
adopted in SQU and it is followed in showing the results in Table 5.
Type of Test N Mean SD P
Pretest
18
4.708 0.664
0.00191
Posttest 7.639 2.347
Table 3. T-test results for PAT1
Type of Test N Mean SD P
Pretest
18
4.556 1.151
0.00105
Posttest 8.639 0.612
Table 4. T-test results for PAT2
Figure 6. Differences between Pretest and Posttest scores for PAT1 and PAT2
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4.1. Learning Motivation Pretest and Posttest
The fourth question was also addressed: Is the VFC effective in increasing the motivation of the
students to learn computer programming?
Learning motivation was analysed using the Survey of Student Motivation (SSM) which is divided into
four dependent variables: attention, relevance, confidence, and satisfaction. We collected the survey data
for perceived motivation both before and after applying the VFC model and then analysed the data with
the repeated measure MANOVA. Descriptive statistics including means and standard deviation along with
P values are provided for the following dependent variables: attention, relevance, confidence, and
satisfaction (Table 6). The analysis results reveal that there are marginable differences in the values of
means of all dependent variables before and after applying the VFC model, and these differences are
significant since that P values for all dependent variable are < 0.05. The results indicate that there are
differences in learners’ attention, relevance, confidence, and satisfaction before and after applying the VFC
model. The differences indicate the positive impact of the VFC model since the means of dependent
variables after applying the VFC are higher than the corresponding values before applying the VFC
model. Figure 7 depicts the students’ scores in SSM pretest and posttest for the four variables of
attention, relevance, confidence, and satisfaction.
PAT Test High Average Low
PAT1
Pre
Frequency 0 2 16
Percentage 0% 11% 89%
Post
Frequency 10 4 4
Percentage 56% 22% 22%
PAT2
Pre
Frequency 0 4 16
Percentage 0% 25% 75%
Post
Frequency 15 3 0
Percentage 83% 17% 0%
Table 5. Frequency and percentage distribution of learners
Motivation Test Type N Mean SD P
Attention
Pretest
18
2.05 0.808
0.0062
Posttest 3.28 1.007
Relevance
Pretest 2.04 0.771
0.0056
Posttest 3.21 1.075
Confidence
Pretest 2.15 0.757
0.0002
Posttest 3.33 1.308
Satisfaction
Pretest 1.88 0.811
0.0035
Posttest 3.26 1.258
Table 6. MANOVA test of learners’ motivation
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Figure 7. Students’ score in SSM Pretest and Posttest scores
5. Discussion and Conclusion
The present study investigates the VFC as a new model to deliver the required prerequisite knowledge to
students. The researchers faced challenges when comparing the results of this study with other studies.
This is because this research is considered as the first attempt to integrate the concepts of VC and FC into
a new teaching model, the VFC, according the researchers’ knowledge. To overcome this issue, the
researchers compared the study results with the research results associated with each concept separately.
The experiments were conducted to measure the students’ levels of learning the prerequisite knowledge
of computer programming and their motivation to study the computer programming content. Afterwards,
the researchers investigated the levels of learning and the levels of motivation before and after applying
the VFC.
The statistical results indicated that the students’ learning achievement increased significantly after
applying the VFC as noted from Table 3 which shows the PAT1 results. The significant differences
between the mean scores of the pretest and posttest show that the posttest is larger. The reasons for these
differences are explained below:
• The application of FC has supported learning and the understanding of video lessons. This is
mainly because of its potential to simplify the course content through multimedia videos
comprised of examples of code along with instructional SWF files. This kind of video supports
learning various scientific subjects. This result supports the findings of previous studies (Thai, De
Wever & Valcke, 2017; Al Zahrani, 2015).
• The videos presented provided the opportunity for students to repeat the lessons at any time and
to focus on anything that was not clear. They were also able to record their inquiries and discuss
them either with classmates via social media (done in the “dialogue with others” stage within the
AL) or with the teacher via the VC (done in the “observing” stage within the AL) (Seidel,
Blomberg & Renkl, 2013; van der Meij, 2017).
• The possibilities offered by the use of VC for students to record and repeat any part of the
virtual lectures (O’Callaghan, Neumann, Jones & Creed, 2017). This specifically helps the students
to repeat teacher’s answers to their inquiries in practice, which might be unanswered during the
first and second stages of the VFC model.
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• The positive impact that AL can have upon students’ learning outcomes. The AL environment
provides the students with the opportunity to think critically, search for inquiries, and acquire
technological communication skills. In addition, AL can increase students’ enthusiasm for
communicating with classmates and building healthy social relationships (Thaman, Dhillon,
Saggar, Gupta & Kaur, 2013).
The PAT2 was designed to measure students’ ability to solve programming problems. The results revealed
the existence of statistically significant differences between the students’ mean pretest and posttest scores.
This can be noted from the P value, which equals 0.00105. The following points summarize the reasons
behind the PAT2 result:
• The lessons were introduced by following the FC concept. The students had sufficient time to
replay the videos of lessons. They were able to think about the questions and programming
problems posed by the teacher; hence they searched, tested, and shared solutions to the problems
before meeting the teacher during the VC.
• The AL environment of the VFC model allowed the students to share ideas to solve the
problems posed by the teacher by applying AL strategies such as find error, collaborative learning
groups, and think-write-pair-share (Petrina, 2006).
• The experiences acquired by the students by discussing and examining different ideas of their
classmates during the VC provided them with the skills needed to solve programming problems.
• The use of VC contributed to the treatment of some students’ psychological problems such as
anxiety of failure and shyness (Johnston, Killion & Oomen, 2005).
• Multiple learning resources not available in the traditional classroom are provided through the
application of the VFC model (Park & Choi, 2014).
Table 5 shows numerically the increases in the level of student achievement in the posttest by categorizing
the students into three levels: low, average, and high. With regards to PAT1 results, 10 students (56% of
the students) are categorized high level (score > = 8), 4 students (22% of the students) are categorized
average level (score from 6 – 7.9), and 4 students (22% of the students) are categorized low level
(score < 6). The reason for the failure of 4 students to achieve a score greater than 6 in the posttest is that
some were not accustomed to the virtual learning environment. Rather, they more accustomed to
traditional teaching methods in which the teacher’s role involves only standing in front of them, lecturing,
and discussing inquiries face-to-face with them. On the other hand, the results are more encouraging in
PAT2: 83% were high level, 17% average level, and 0% low level. Both of the PAT1 and PAT2 results
indicate that the application of the VFC model helps the students to improve their performance in
computer programming. The researchers attribute the reason to the fact that the teacher is able to give the
students more attention which allows more discussion and understanding during application of the VFC
model.
Concerning the levels of motivation, the results shown in Table 6 reflect the statistically significant
differences between the mean scores of SSM pretest and posttest, with the latter being greater. The
researchers attribute the differences to the use of the VFC model, which is based on the FC and VC
concepts. The FC concept reduced the level of stress and raised the level of positive feelings of the
students in relation to studying computer programming. This is obvious in their attempts to answer the
formative evaluation questions posed in the video lessons and in their inquiries raised after viewing the
video lessons. They were motivated to answer the inquiries through the collaborative AL activities during
the first two stages of VFC (“dialogue with self” and “dialogue with others”). The results support the
findings of previous studies (Marlowe, 2012). The social interaction during the VC had a positive impact
on students’ motivation and contributed to the success of learning opportunities. The enthusiasm,
interaction, and collaboration were noticed in all virtual meetings in VC, which added an element of fun
initiated from the interaction of students with each other and their interaction with the instructor in a
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initiated from the interaction of students with each other and their interaction with the instructor in a
positive social environment with an obvious AL during the third and fourth stages of the VFC
(“observing” and “doing”). The researchers confirm that the VC contributed to developing the relevance
feeling toward the classroom society and lesson content because they were keen to attend the VC before
the beginning of the lesson. This result supports the findings of previous studies (Parker & Martin, 2010),
which concluded that learning in the VC is achieved by participating in communities and exchanging
experiences with other learners through relationships based on communities of practice.
Figure 7 illustrates the responses of our sample, 18 students for SSM items before and after applying
VFC. The variables (attention, relevance, confidence, and satisfaction) improved after applying the VFC
model. The researchers attribute this improvement to the effectiveness of the VFC model stages that
result in raising the interest of students in learning computer programming and consequently raising the
attention and the relevance level. A reduction in the level of stress resulted from passing the PAT1 and
PAT2 tests and has a positive impact on the level of confidence. This has been reflected in the results of
satisfaction toward learning the computer programming and let them satisfied their understanding. These
results are in line with Dewey’s practice theory (Petrina, 2006) which proposes that active work leads to
knowledge because students gain positive experiences which initiates the tendency to like the active work
more and more.
The students of the Department of Instructional and Learning Technologies at the College of Education
lack the prerequisite knowledge that qualifies them to study computer programming. Thus, it is necessary
to develop teaching models to help them better understand the concepts of computer programming. The
present research has contributed to computer programming education by providing practical evidence of
the potential of the VFC model. To conclude, with the advancement of technology and the adoption of
the VFC model, both teaching and learning computer programming can be made more effective and
enjoyable. Based on this, the researchers recommend the use of the VFC model in similar cases where it is
difficult to change the system of academic hours related to the courses and academic programs.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or
publication of this article.
Funding
The authors received no financial support for the research, authorship, and/or publication of this article.
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