Exploring Students Perceptions and Performance in Flipped Classroom Designed with Adaptive Learning Techniques: A Study in Distributed Systems Courses
Resumo
In Computer Science, teaching Distributed Systems presents many challenges primarily related to the students' prior knowledge. Some new Learning Approaches emerged and can aid to improve learning processes in this scenario, such as Flipped Classroom and Adaptive Learning. In this context, this paper presents a study of the integration of the Flipped Classroom method with Adaptive Learning techniques for assisting Distributed Systems courses. We conducted quantitative and qualitative analysis to evaluate students' acceptance. We also implemented a quasi-experimental study to evaluate the learning impact on students. Students had a significant improvement in the test score in both approaches.
Palavras-chave:
Distributed Systems, Flipped Classroom, Adaptive Learning
Referências
Araujo, P., Viana, W., Veras, N., and de Castro Filho, J. A. (2018). Aprendizagem adaptativa em aulas invertidas de sistemas distribuídos: um estudo de caso apoiado no gsuite. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), volume 29, page 328.
Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Chi, Y. L., Chen, T. Y., and Hung, C. (2017). Learning adaptivity in support of flipped learning: An ontological problem-solving approach. ChemElectroChem, (April 2015): 1–14.
Hundt, C., Schlarb, M., and Schmidt, B. (2017). SAUCE: A web application for interactive teaching and learning of parallel programming. Journal of Parallel and Distributed Computing, 105: 163–173.
Kakosimos, K. (2015). Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive learning based on advanced blended-learning tools. Education for chemical engineers, 12: 1–11.
Kilroy, D. (2004). Problem-based learning. Emergency medicine journal, 21(4): 411–413.
Kurtz, B. L., Fenwick Jr, J. B., and Meznar, P. (2012). Developing microlabs using google web toolkit. In Proceedings of the 43rd ACM technical symposium on Computer Science Education, pages 607–612. ACM.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology.
Maher, M. L., Latulipe, C., Lipford, H., and Rorrer, A. (2015). Flipped classroom strategies for cs education. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education, SIGCSE’15, pages 218–223, New York, NY, USA. ACM.
Morris, S. B. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11(2): 364–386.
Van Seters, J., Ossevoort, M., Tramper, J., and Goedhart, M. J. (2012). The influence of student characteristics on the use of adaptive e-learning material. Computers & Education, 58(3): 942–952.
Zappe, S. and Leicht, R. (2009). Ac2009-92: “flipping” the classroom to explore active learning in a large undergraduate course. Age, 14: 1.
Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Chi, Y. L., Chen, T. Y., and Hung, C. (2017). Learning adaptivity in support of flipped learning: An ontological problem-solving approach. ChemElectroChem, (April 2015): 1–14.
Hundt, C., Schlarb, M., and Schmidt, B. (2017). SAUCE: A web application for interactive teaching and learning of parallel programming. Journal of Parallel and Distributed Computing, 105: 163–173.
Kakosimos, K. (2015). Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive learning based on advanced blended-learning tools. Education for chemical engineers, 12: 1–11.
Kilroy, D. (2004). Problem-based learning. Emergency medicine journal, 21(4): 411–413.
Kurtz, B. L., Fenwick Jr, J. B., and Meznar, P. (2012). Developing microlabs using google web toolkit. In Proceedings of the 43rd ACM technical symposium on Computer Science Education, pages 607–612. ACM.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology.
Maher, M. L., Latulipe, C., Lipford, H., and Rorrer, A. (2015). Flipped classroom strategies for cs education. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education, SIGCSE’15, pages 218–223, New York, NY, USA. ACM.
Morris, S. B. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11(2): 364–386.
Van Seters, J., Ossevoort, M., Tramper, J., and Goedhart, M. J. (2012). The influence of student characteristics on the use of adaptive e-learning material. Computers & Education, 58(3): 942–952.
Zappe, S. and Leicht, R. (2009). Ac2009-92: “flipping” the classroom to explore active learning in a large undergraduate course. Age, 14: 1.
Publicado
11/11/2019
Como Citar
ARAÚJO, Pedro T.; VIANA, Windson C.; VERAS, Nécio L.; FARIAS, Eder J. P.; C. FILHO, Jose Aires.
Exploring Students Perceptions and Performance in Flipped Classroom Designed with Adaptive Learning Techniques: A Study in Distributed Systems Courses. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 219-228.
DOI: https://doi.org/10.5753/cbie.sbie.2019.219.
