An experience in the implementation of the flipped classroom instructional model in the computer science degree

Abstract

Abstract In recent years, education has undergone a profound transformation process, having gone from relying only on the traditional lecture to making full use of digital formats. This gradual process, accelerated by the COVID‐19 pandemic in the last years, has triggered innovative changes in the educational process. Within this context, many lecturers have adopted the flipped classroom instructional model, aiming to improve the motivation and involvement of the students. In this model, students must acquire certain theoretical knowledge at home, and the classes, with the help of the lecturer, are used for the more practical part. This article presents the results obtained when the flipped classroom model was implemented in the computer science degree. Specifically, during 2020–2021 and 2021–2022 courses, this instructional model was assessed in 15 subjects. Results show that the flipped classroom instructional model can be stated that it has improved the students' perception of the learning experience, students' dedication and engagement has been improved, students' perception of their understanding of the subject has improved. The faculty considers that the teaching experience has improved and is in favor of continuing with the experience in future courses.

Keywords

• computer science degree
• flipped classroom