Data Structure flipped learning in an emergency remote teaching context

• Bianca Souza Federal Institute of Ceará
• Nécio Veras Federal Institute of Ceará
• Mayara Olivindo Federal Institute of Ceará
• Elanne Mendes Federal University of Ceará
• Lincoln Rocha Federal University of Ceará
• Windson Viana Federal University of Ceará https://orcid.org/0000-0002-8627-0823

DOI: https://doi.org/10.5753/educomp.2022.19201

Abstract

The Data Structure (DE) teaching, by itself, in computing courses already traditionally presents challenges related to content understanding. These problems have intensified with the COVID-19 pandemic and the adoption of emergency remote learning (ERE). This research presents an approach to mitigate such challenges by using the flipped classroom method in DE teaching. This research aims to evaluate the learning impact and the students' acceptance concerning using the method in the ERE context. A total of 79 students from a Computer Science course during three semesters of ERE participated in the study. The assessment of the impact on learning took place through pre-test and post-tests, while the acceptance of students was made through self-declared responses collected in an electronic form. The analyzed data showed an average learning gain of 25.35% and about 74.7% of the acceptance of flipped classes. We concluded that the methodology used positively impacted the performance and acceptance of teaching practices in the ERE context.

Keywords: Flipped classroom, data structured teaching, emergency remote teaching

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