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Effects of Flipped Learning Approaches on Students’ Learning Performance in Software Engineering Education

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  • Yen-Ting Lin

    (Department of Computer Science, National Pingtung University, Pingtung City 900391, Taiwan)

Abstract

Software engineering education plays an important role in keeping students educated with software technologies, processes, and practices that are needed by industries. Nevertheless, the nature of software engineering learning activities in traditional classrooms is limited in scope and time, making it more difficult to achieve a proper balance between theory and practice and address industrial demands. This makes scant provision for assisting students in keeping their software engineering knowledge current. To support software engineering education, flipped learning is a suitable strategy. Prior studies have shown that students’ perceptions in flipped learning environments are better than those in traditional learning environments. Nevertheless, in flipped learning, students may not have sufficient ability to conduct learning out of class. Therefore, the flipped learning strategy should aim to meet the needs of students to ensure that they get the appropriate support or feedback during the learning process before the class. The aim of this study was to propose a flipped learning diagnosis approach to promote students’ learning out of class in the flipped classroom. To explore students’ learning performance in software engineering courses, three classes of students were invited to learn with three different learning approaches (traditional learning approach, flipped learning approach, and flipped learning diagnosis approach). The results showed that the students who learned with the flipped learning diagnosis approach outperformed those students who learned with the flipped learning approach or the traditional learning approach.

Suggested Citation

  • Yen-Ting Lin, 2021. "Effects of Flipped Learning Approaches on Students’ Learning Performance in Software Engineering Education," Sustainability, MDPI, vol. 13(17), pages 1-16, September.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:17:p:9849-:d:627541
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    References listed on IDEAS

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    4. Li Zhao & Xiaohong Liu & Yu-Sheng Su, 2021. "The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course," Sustainability, MDPI, vol. 13(5), pages 1-15, March.
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    7. Yi-Hsing Chang & Jin-Yu Lin & You-Te Lu, 2021. "Enhancing the Intention to Preview Learning Materials and Participate in Class in the Flipped Classroom Context through the Use of Handouts and Incentivisation with Virtual Currency," Sustainability, MDPI, vol. 13(6), pages 1-13, March.
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    1. Hala Dalbani & Safaa Eissa & Sharifah Fatimah Syed-Ahmad & Norah Almusharraf, 2022. "Transitioning to Flipped Classrooms: Instructors’ Perspectives," Sustainability, MDPI, vol. 14(20), pages 1-26, October.
    2. María Consuelo Sáiz-Manzanares & Celia Carrillo & María del Camino Escolar Llamazares & Sandra Rodríguez Arribas & Diego Serrano Gómez, 2022. "Nursing Students’ Perceived Satisfaction with Flipped Learning Experiences: A Mixed-Methods Study," Sustainability, MDPI, vol. 14(23), pages 1-16, December.

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