Namita Sarawagi
Abstract
In the "flipped classroom" the instructor offloads passive lecture content to homework outside the classroom, creating additional time in the classroom for active and higher level learning. Students watch "lecture" videos for homework, at their own pace, while in class they learn by working out exercises with the help of the instructor. The role of the instructor changes from being "a sage on the stage" to "a guide on the side" [1]. The lower levels of learning, in the revised Bloom's taxonomy [2], that of remembering and understanding, take place outside the classroom, at the student's own pace. In the class, having the instructor as a guide, the learning can now involve the higher levels of Bloom's taxonomy, that of applying, analyzing, evaluating and creating.
- King, A., From sage on the stage to guide on the side. College Teaching 41(1) 30--35, 1993.Google Scholar
- Krathwohl, D., A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212--218, (2002).Google Scholar
- Sarawagi, N., A general education course - "Introduction to Algorithmic Thinking" - using Visual Logic, Journal of Computing Sciences in Colleges, 25(6), 250--252, 2010. Google ScholarDigital Library
Index Terms
- Flipping an introductory programming course: yes you can!
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