Application of Flipped Learning Approach in Computing Education

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Application of Flipped Learning Approach in Compu- ting Education

Md Mehrab Hossain

Master’s thesis

School of Computing Computer Science

April 2020

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UNIVERSITY OF EASTERN FINLAND, Faculty of Science and Forestry, Joensuu School of Computing

Computer Science

Opiskelija, Onni Oskari: Application of Flipped Learning Approach in Computing Ed- ucation

Master’s Thesis, 122 p., 1 appendix (26 p.)

Supervisors of the Master’s Thesis: Solomon Sunday Oyelere, Postdoctoral researcher April 2020

Abstract:In the early 2000s, researchers began to see the value of applying flipped learning approaches in the education sector, and the current technological advances have led to flipped learning in computing education. This systematic literature review aims to investigate the flipped learning approaches based on our analysis and find how the flipped learning approaches applied in computing education. In this thesis, we an- alyzed and investigated the application of flipped learning approaches, learning qualities, challenges, impacts, and the growing body of flipped learning in computing education. We applied mixed research methods, where a descriptive quantitative approach applied for mapping the growing body of flipped learning and qualitative epistemological approach applied for analyzing the learning qualities, challenges, and impacts of flipped learning in computing education. The results of this systematic literature review determined the application of the flipped learning approaches is growing fast in the Asian region besides other regions in recent years. The results also revealed the application of the flipped learning approaches in computing education is rapidly increasing and improving the learning quality. We also explained the challenges and impacts of adapting the flipped learning approach in computing education. Based on the analysis of the previous flipped learning methods, we proposed a flipped learning framework and teaching procedure for computing education. Finally, we provided guidelines and recommendations for adopting flipped learning.

Keywords: Flipped, Learning, Computer, Science, Education

CR Categories (ACM Computing Classification System, 1998 version): Computer Uses in Education, Computer and Information Science Education

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Acknowledgment

This thesis was done at the School of Computing, University of Eastern Finland, during the spring of 2020.

I want to thank my thesis supervisor, Dr. Solomon Sunday Oyelere, without whom this study was not possible. Thank you for all of your assistance and support over the years.

It is a pleasure to thank the administration of my university for their support. In the end, my love goes out to my parents, siblings, friends, and teachers.

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List of abbreviations

ACM Association for Computing Machinery.

UEF University of Eastern Finland.

CSE Computer Science Education.

CAL Computer-aided learning.

FL Flipped Learning.

FC Flipped Classroom.

IT Information Technology.

CS Computer Science.

CE Computing Education.

DAA Design and Analysis of Algorithms.

MCQ Multiple-Choice Questions.

LMS Learning Management System.

FLN Flipped Learning Network.

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1 Introduction

Flipped learning is a teaching approach, where interactive learning instruction goes from one learning group to another learning group, and the active learning experience assists the learning group to create a dynamic and creative approach for the subject. It refers to a broader objective: professional development in which teachers can fully reconstruct the teacher’s role (AdvanceHe, 2015). The flipped learning classroom model is a comparatively new instructional teaching approach that inverts the traditional learning by moving lessons from classroom to home and placing experiments in the classroom. It is a systematic reinterpretation of the conventional approach to teaching, which has to lead to a thorough study by researchers (Wang, Liu, & Wang, 2018).

The main idea about flipped learning is not to use it with overblown expectations. Like all digital tools, doing something is just a tool and a method. Students still need to learn and work together, and teachers still need to teach their courses and do materials.

Flipped learning can provide students with an even more demanding task as they need to take on a great responsibility for their learning. The teacher will still need to monitor and oversee the students learning the process to implement flipped learning success- fully. However, for many, the time is spent more productively, and at least this kind of learning seems to be enjoyed by many students (AdvanceHe, 2015). Current teaching approaches are unfavorable to the personality and innovative talent achievement of students by analyzing the problems that exist in the computing learning process.

Although flipped learning can turn the passive learning of students into active learning, so it is essential to practice the flipped learning approach in computing education.

The application of a flipped learning approach to the classroom plays a vital role in enhancing the capacity of computing education and help students to practice and op- erationalize innovation. It triggers the interest and enthusiasm of students to learn and improve the capabilities of technological innovation. The flipped learning teaching technique can provide a solid basis for developing the embedded framework (Jiang Jin-gang, 2016). A flipped learning classroom layout in the teaching lessons model was creatively based on the class mentioned at home and abroad and combined in the experimental paragraph with practice and experience. In addition to improving the

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necessary learning skills of the learner, the flipped classroom can also understand the individual differences of the learner (Jiang Jin-gang, 2016).

I discovered flipped learning techniques (Threlkeld, 2017) while looking for online courses in State-of-Art Technologies in Education and Workshop on Smart Ecosystem for Learning and Inclusion. I wanted to get ready for a mandatory thesis for my master’s studies, and I got captured. Coursera is a free website for online courses, where anyone can take free university classes online, and I took a course about the Internet of Things (IoT). I founded that I was preparing to know the terms by watching the videos before my class and was able to work out some issues beforehand. I felt a little prepared for the course. My interest in video learning led to seeing Kids Learning from Science for Kids, Khan Academy, and Smart Tutor, which are free online education sites about flipped learning. As a student, I saw several opportunities where the flipped learning classroom could bridge some gaps for learning.

This thesis is focused on the application of the flipped learning approach in computing education. It aims to execute a systematic literature review on the application of the flipped learning approach based on our analysis of computing education. It can find how the flipped learning approach used in the different subjects of computing education. In this thesis, we reviewed and investigated the application of flipped learning approaches, learning qualities, challenges, impacts, and the growing body of flipped learning in computing education. This review is unique as it explores the teaching approaches of computing education, analyzes 112 relevant articles, guidelines, and recommendations for future research improvement.

The study starts with the introduction of the flipped learning concept as it is currently understood. It provides an overview of the general consequences of the flipped learning paradigm and a history of how it has reached its current stage. We have presented the flipped learning definitions that have served a basis for this study. Then we have given an overview of the application of flipped learning studies. The publications on flipped learning are minimal but growing, so we have discussed individual common threads, themes, and methods in previous studies in this thesis section. We have also presented our analysis questions to guide the collection and analysis of data. Following this initial section of the thesis, we want to explore the theories and principles of the

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study of social-cultural experiences that we believe form the basis of flipped learning and comprehension. Besides, we have explained the descriptive quantitative approach for mapping the growing body of flipped learning, and qualitative epistemological approach for analyzing the learning qualities, challenges, and impacts of flipped learning in computing education. The overall thesis work has followed a description of how we handled the data through literature review and analysis questions, and a discussion on our key findings and conclusion in the field of application of flipped learning in computing education.

1.1 Problem definition

In the past twenty years, flipped learning has become an increasingly important segment of the education sector. With the flipped learning, a revolution has begun in the way students learn, and teachers have started to use the advancement of flipped learning approaches to teaching students. Researchers have begun to see the value of using flipped learning methods in the computing education sector, and the current technological advances have led to flipped learning methods for study. Analysis of previous researches on flipped learning has shown that most of the research has done on general flipped classroom strategy, analysis, implementation, experience, possibility, application, grounding, modeling, etc. Analyzing the studies of the last five years has shown that researchers were starting to look at specific subject-based research beyond the general research field. So, it is time to come out from the broad research field and focus on specific subject-based research. Our main research focus on application flipped learning in computing education. As a computer science student, I have been researching the application of flipped learning approaches to promote and improve the teaching of computing education. In the literature on flipped learning in computing education, the new methods of flipped learning are characterized as active learning and sometimes marked by its challenges. A depth quantitative and qualitative research needed (Alhazbi, 2016) to gain a fuller understanding of how educational institutes engage and apply the flipped learning approaches. Based on the application of the flipped learning approaches, this study can help develop more effective theories of computing education, as well as potentially informing future policy objectives. This thesis aims to systematic literature review on the application of the flipped learning

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approach base on our analysis of computing education. Mixed methods (Pugsee, 2017) will be applied to provide a detailed overview of the motivations and perceptions of flipped learning in computing education. This review will contextualize with an analysis of recent literature on flipped learning techniques in computing education.

1.2 Aim of the study

The overall aim of our systematic literature review is to investigate flipped learning approaches based on our analysis and find how flipped learning approaches are applied in computing education (N. Giannakos, Krogstie, & Chrisochoides, 2014). This thesis can reveal information on education level, subject area, publication area, location, approaches, methods, designs, settings, models, frameworks, participant number, teaching materials, student’s challenges, teacher’s challenges, operational challenges, and learning outcomes in the area of computing education (Hedberg, Nouri, Hansen, &

Rahmani, 2018). To execute this review, we have found the exact problem definition, aim, objectives, and research questions based on the previous and current research of flipped learning. We have also studied literature, journals, research papers, relevant videos, social media, and online platforms for flipped learning approaches in the area of computing education. To execute and evaluate our thesis, we have defined the following criteria: problem definition, research aim, research objectives, research questions, research methodology, analysis questions, data collection, and data analysis. To reach our goals, we want to apply mixed research methods to understand the knowledge foundations of the application of the flipped learning approach as a field of computing education. We want to apply a descriptive quantitative (Lundin, Rensfeldt, Hillman, Andersson, & Peterson, 2018) approach for mapping the current state and growing body of flipped learning based on the following analysis criteria: education level, subject area, publication year, and location. We also want to apply a qualitative epistemological (Lundin, Rensfeldt, Hillman, Andersson, & Peterson, 2018) approach for determining the challenges, impacts, and ways to improve the flipped learning quality based on the following analysis criteria: approaches, methods, designs, settings, models, frameworks, participant number, teaching materials, student’s challenges, teacher’s challenges, operational challenges, and learning outcomes. This review is unique as it is going to explore the sophisticated learning approach by

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analyzing 112 relevant articles, guidelines, and recommendations (Lo & Hew, 2017) for future research of computing education.

1.3 Research objectives

The purpose of this thesis is to investigate flipped learning approaches base on our analysis and find how flipped learning approaches applied in computing education. To reach our goal, we have established three research objectives (Normadhia, Shuiba, Na- sirb, & Bimbac, 2019) for this systematic literature review are as follows:

1. To identify and investigate the growing body of flipped learning for computing education based on the education level of students, academic subject area of computing education, publication year, and location of study.

2. To identify and investigate the application of different flipped learning approaches, methods, designs, settings, models, frameworks, and teaching materials for improving the flipped learning quality in computing education.

3. To identify and investigate the challenges and impacts of using flipped learning approaches for student, teacher, and operation in computing education.

1.4 Research questions

The main goal of this systematic literature review is to investigate the flipped learning approaches base on our analysis and find how the flipped learning approaches applied in computing education. The following four research questions (Lo & Hew, 2017) was established for the achievement of the objectives:

1. How to examine the growing body of research for flipped learning in computing education based on the literature review?

As: Education level, Subject area of CE, Year of publication, and Location.

2. What is the use of different approaches, methods, designs, settings, models, frameworks, and teaching materials for improving the flipped learning quality in computing education?

As: Pedagogical approaches, Methods, Designs, Settings, Models, Frame- works, Sample size, and Teaching materials.

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3. What are the main challenges and impacts of using flipped learning approaches for computing education?

As: Student’s challenges, Faculty’s challenges, Operational challenges, and Learning outcomes.

The above research questions (Lundin, Rensfeldt, Hillman, Andersson, & Peterson, 2018) can organize into two priority areas. The first one is a descriptive quantitative approach for mapping the current state and growing body of flipped learning, and the second one is a qualitative epistemological approach for finding the challenges, impacts, and ways to improve the flipped learning quality in computing education.

1.5 Research methodology

Based on our literature review, research questions, and theoretical background, we have decided to do mixed research on the application of the flipped learning approach in computing education. The skills of flipped learning of research are still under development, and professionals, academics, and stakeholders will benefit from a systematic literature review. We studied 53 research papers, and all those research papers showed that the research was for educational technology, especially on computing education, has a preference for descriptive and quantitative studies. Earlier analysis on the application of the flipped learning approach on computing education has utilized quantitative methods looking at measuring objective and statistics, data collection and analysis, survey (Fetaji, Fetaji, & Ebibi, 2019; Hayashi, Fukamachi, & Komatsugawa, 2015; González-Gómez & Jeong, 2019; Li, Huang, Wang, Dong, & Hu, 2016; Wang, Liu, & Wang, 2018; An, Li, Hu, Ma, & Xu, 2017). Furthermore, we also studied 41 research papers, and all those research papers showed that the research of educational technology, especially on computing education, has a preference for epistemological and qualitative studies. Earlier studies on the application of the flipped learning approach on computing education have utilized a qualitative approach looking at content analysis, case study, interview, and learning outcomes (Zhuo, Shu-ying, & Qi-xian, 2015; Hung, 2018; Giannakos & Chrisochoides, 2014; Fassbinder, Botelho, Martins,

& Barbosa, 2015; Yunyan, Qiang, & Changjing, 2018).

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We are looking to explore the growing body, different approaches, learning qualities, impacts, and challenges of flipped learning according to Mona Lundin’s theory (2018), which is conducive to quantitative and qualitative approaches in computing education.

For that reason, based on our problem definition, research objectives, research questions, and literature review, we have chosen descriptive quantitative and qualitative epistemological research approaches as guidance for this thesis. Our systematic literature review has carried out the following tasks according to Mona Lundin’s theory (2018).

• Research context.

• Data collection procedure.

• Selection of article databases.

• Search terms.

• Selection of papers: inclusion and exclusion criteria.

• Setup analysis questions.

• Data analysis.

To reach our goals, we have used mixed research methods (Louhab, Bahnasse, Talea, Bensalah, & Khiat, 2019; Maher, Latulipe, Lipford, & Rorrer, 2015; Flores, Del-Arco,

& Silva, 2016). To understand the basic knowledge of the application of the flipped learning approach in the field of computing education, we have used a descriptive quantitative approach for mapping the current state and growing body of flipped learning. This analysis has done based on the following criteria: education level, subject area, publication year, and location (Lundin, Rensfeldt, Hillman, Andersson, & Peter- son, 2018; N. Giannakos, Krogstie, & Chrisochoides, 2014). We have also used a qualitative epistemological approach for determining the challenges, impacts, and ways to improve the flipped learning quality based on the following analysis criteria: approaches, methods, designs, settings, models, frameworks, participant number, teaching materials, student’s challenges, teacher’s challenges, operational challenges, and learning outcomes (Lo & Hew, 2017; Lundin, Rensfeldt, Hillman, Andersson, & Pe- terson, 2018). The analysis results of the study have shown in Appendix 1.

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Taking the above assessment into account, we found it will be fruitful to the combined use of descriptive quantitative and qualitative epistemological research approaches for depth analysis of this thesis work.

1.6 Structure of this thesis

This paper is constructed (Threlkeld, 2017) of seven chapters and organized according to the following: Chapter 1 is an introduction which includes problem definition, research aim, research objectives, research questions, research methodology, the structure of the thesis, and summary of this chapter. Chapter 2 is a literature review which includes the definition of flipped learning, why flipped learning? Models of flipped learning, how flipped learning used? What is computing education? Different methods for teaching computing education and a summary of the chapter. Chapter 3 is a research methodology that includes research context, data collection procedure, selection of article database, search terms, inclusion and exclusion criteria, and data analysis. Chapter 4 are results which consist of all the analysis questions that we have con- ducted. Chapter 5 is a discussion that interprets and describes the significance of our findings of the research questions, proposal of a new flipped learning framework, and teaching procedure for a computer science course. Chapter 6 is the conclusion that includes guidelines and recommendations which can help the reader understand why this work should be relevant to them.

1.7 Summary of the chapter

There are seven sections in the introduction chapter, and these are as follows: Section 1.1 is a problem definition where includes a detailed description of the existing and desired conditions. Section 1.2 is the aim of the study, which consists of the intention of the research study. Section 1.3 is the research objective. This section is trying to achieve the desired results through this study. Section 1.4 is the research questions which set out the research answer. Section 1.5 is a research methodology that sets out the analysis of the theoretical methods. Section 1.6 is the structure of this thesis, which describes the overall chapter shortly.

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2 Literature review

A systematic literature review was performed throughout the study. This review con- tained texts, research papers, technical journals, social media, electronic media outlets, including websites and online articles from organizations and departments. As a research method, the literature review works in many ways, including the distinction between previous research and new research field; defining the theoretical background of the contents; putting work into a history; linking between concepts and behavior;

justifying the meaning of the problem (Hart, 1998). This literature review serves a conceptualizing purpose. To enhance the information of data, an overview and a state- ment are essential. The analyzes are enhanced by literature data to give a clear explanation and analysis of our findings (Usherwood, Wilson, & Bryson, 2010).

2.1 Flipped learning

The flipped learning method offers passive teaching material outside the school, cre- ating extra time for active learning in the classroom (Sarawagi, 2014; N. Giannakos, Krogstie, & Chrisochoides, 2014; Tyler & Abdrakhmanova, 2016). In the education sector, flipped learning is another breakthrough that promotes student-centered learning (Zhang, Dang, & Amer, 2016). In the process of flipped learning, students read textbook chapters and other materials before class, and then the class time used for problem-solving, execute in-class exercises and seek additional support from their teachers (Zhang, Dang, & Amer, 2016; Cao & Grabchak, 2019; Alhazbi & Halabi, 2018). Flipped learning can motivate students to learn more effectively, develop critical thinking skills, facilitate collaborative learning, and handle different learning styles. (Zhang, Dang, & Amer, 2016; Sarawagi, 2014; E. Chis, Moldovan, Murphy, Pathak, & Muntean, 2018; Ait, 2015; Fetaji, Fetaji, & Ebibi, 2019).

The flipped learning concepts have not always been clear. So, we have followed the analysis of flipped learning from the Flipped Learning Network (FLN). This analysis of FLN can describe flipped learning as:

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“Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic interactive, learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” (Capterra, 2014;

Stanciu & Mihai, 2016).

The description above separates the flipped classroom from the flipped-learning model. Experts also found out that flipping onto a lesson may not involve a flipped learning process (Cai, Yang, & Gong, 2019). The FLN presented the following four pillars of flipped learning to explain the distinction between both flipped learning and the flipped classroom.

“F- Flexible Environment; L- Learning Culture; I- Intentional Content; P- Professional Educator.” (Capterra, 2014; Stanciu & Mihai, 2016; Hattingh

& Eybers, 2017; Cai, Yang, & Gong, 2019).

Flipped learning is a mixed form of learning, which consistently integrates online learning with regular face to face contact with the teacher (Elmaleh & Shankararaman, 2017; Cai, Yang, & Gong, 2019; Rosiene & A. Rosiene, 2015). Flipped learning rep- resents more than a tool for modernizing teaching at an academic level but also a new paradigm for universities to tackle the many challenges of the 21st century (Stanciu &

Mihai, 2016; Fetaji, Fetaji, & Ebibi, 2019). The assessment of the flipped learning technique has shown promising performance in terms of innovative material, learning control, and implementation of the flipped classroom method (Louhab, Bahnasse, Talea, Bensalah, & Khiat, 2019).

The idea of flipped learning studies at home and homework in the classroom has become a new teaching format represented as a key to the educational sector for the 21st century (Piyamart, 2018). Flipped learning is a revolutionary form of teaching which incorporates interactive video lectures as homework and solving the learning problems collaboratively at school (Amira, Lamia, & Mohamed, 2019; Sarawagi, 2014; Chyr, Shen, Chiang, Lin, & Tsa, 2016). Unlike conventional learning methods, flipped learning allows learners to study educational resources at home to prepare for analysis in the classroom (Compeau, 2019; E. Chis, Moldovan, Murphy, Pathak, & Muntean,

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2018; Romero-García, Buzón-García, & Touron, 2018). Flipping the classroom means students themselves monitor and control the learning process and responsible for par- ticipating in the class (Tsai, Shen, Chiang, & Lin, 2016; Lee, 2015; Chyr, Shen, Chiang, Lin, & Tsa, 2016). Two models of flipped learning are available. The first one applies the master’s model of learning to achieve a level of all students over a certain educational level. The second is a high-capacity learning model with the goal of teaching complex content and growing skills to motivated students (Umezawa, Ishida, Nakazawa, & Hirasawa, 2018).

Through flipped learning, students attempt to understand and teach content at home (Lai, 2017). It means that students illustrate their perception to the instructor or other learners to evaluate their progress in the pre-class (Amira, Lamia, & Mohamed, 2019).

Implementing pre-class with in-class enables the students to take a more active part in the class and to improve results and self-efficiency (Onen & Tirronen, 2016). Doing exercise in the classroom can allow instructors to understand the problems and interests of the students (Kim & Kim, 2017; Pugsee, 2017).

The instructor should introduce flipped learning gradually rather than implementing flipped learning directly at the start of the course (Kim & Kim, 2017; Rosiene & A.

Rosiene, 2015). Then learners can get familiar with the flipped learning classroom, take responsibility for learning, and keep setting their direction spontaneously (Tsai, Shen, Chiang, & Lin, 2016; Fassbinder, Botelho, Martins, & Barbosa, 2015). The effects of flipped learning can improve by more creative growth, extensive model, and interaction with teaching methods, frameworks, and innovations (Tsai, Shen, Chiang,

& Lin, 2016; Kim & Kim, 2017).

2.2 Why flipped learning?

Face-to-face and online learning: Flipped learning provides the advantages of online learning (Sarawagi, 2014; González-Gómez & Jeong, 2019; Ait, 2015) with content that is more suitable to learn independently, continuing the learning in an interactive classroom where the instructor’s presence and help are most needed. It provides the necessary regular and immediate face-to-face support that is not available easily in online courses.

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Guided higher learning levels: Higher learning stages, like, implementation, review, evaluation, and development, take place in the classroom (Sarawagi, 2014) with the help of the instructor. This process can achieve through various problem-solving activities guided by the instructor, as well as collaborative engagement with their peers.

Rich teaching contents: In modern education, the flipped classroom (Li, Zhang, &

Hu, 2018) has a unique advantage. Videos can show a sophisticated and luxurious teaching material that provides new concepts for learning creativity and removes teaching space constraints.

Develop team-based learning ability for students: Team-based learning has shown significant educational outcomes across a wide range of fields. Team-based learning advantages include collaborative experience, multi-perspective access, and the ability to address more significant issues (Chyr, Shen, Chiang, Lin, & Tsa, 2016). Most of the emphasis on team-based learning is on project teams that enable team learners in a class to collaborate in a challenge or complicated assignment that can last of a few days to a whole year (Latulipe, Rorrer, & Long, 2018; Chyr, Shen, Chiang, Lin, & Tsa, 2016).

Student-centered and teacher-led: The conventional teaching method (Amira, La- mia, & Mohamed, 2019) concentrated on the teacher’s involvement in the learning process. It relies more on interpretation rather than experience, which illustrates why students start to lose motivation in these circumstances. On the other side, flipped learning is a technique-oriented method which incorporating a student-centered learning methodology could be helpful as it involves involvement and engagement of the student in the educational process.

Increase the computational thinking: Flipped learning is a great way to enhance analytical analysis for problem-solving and adequate opportunity to improve pre-class performance (Kim & Kim, 2017).

More relevant content: Flipped learning provides the benefit of e-learning to enable students to learn individually with more appropriate content (Amira, Lamia, & Mo- hamed, 2019).

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An active and higher-order learning environment: The main strength of the flipped approach to education (Sarawagi, 2014; Liu, et al., 2017) is that it delivers passive teaching material outside school, which allows time for a more productive and con- structive learning environment inside the classroom.

Encourage the development of higher-order thinking skills: Researches have shown over the past few years that the growth of higher thinking skills in the commu- nity has become a popular topic. Education and development of the expertise of high- level learners have become an essential priority of the international education program (Liu, et al., 2017). Flipped learning is a modern way of encouraging students to improve high-quality thinking skills (Sarawagi, 2014).

Enhance student interest in learning: The use of dynamic learning is a crucial factor in improving (Sarawagi, 2014) the engagement of learners, self-efficacy, and autonomous teaching. Learners may acquire more quality content at their scales, whereas students may achieve higher levels of learning during their studies.

Students get helps from surroundings: Participants of flipped learning courses are encouraged (Latulipe, Rorrer, & Long, 2018) by teachers, teaching assistants, and teaching mentors to apply their knowledge in a classroom setting that ensures that they get support when they get frustrated.

Improve technological resource use in education: Increase the use of technical re- sources like video recording, performance management programs, and cloud hosting platforms (Rosiene & A. Rosiene, 2015). Videos replace traditional lectures with small functionality. Students can always watch videos and can have a break if appropriate (Marwedel & Engel, 2014; Gajewski & Jaczewski, 2014).

Improve human-computer interaction: In the digital world perspective, CAL pro- grams are a kind (Gajewski & Jaczewski, 2014) of an educational platform. Such programs can implement into educational courses, and students can use them without any time and place constraints. Engaging students with hands-on assignments use by using lectures available on the Web before class more in-class time.

Enable automated learning: Learners can prepare for the course whenever they like and take time to finish (EasyLMS, 2009).

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Be more organized: While the students complete their classes, tasks, and tests, the resulting outcomes (EasyLMS, 2009) and statistics report immediately. Instructors can use these data to better track student success and find patterns in their results. It makes it easier to get a clear idea of what topics students struggle the most with individually or as a group.

Re-use lectures: Preparing homework for students can take a long time. However, once teachers have done it all, re-use these lectures for next year is smooth (EasyLMS, 2009).

Make parents transparent: Parents can monitor their children’s progress quickly and can access (EasyLMS, 2009) all the learning materials. They can help their child when they do not understand a specific term.

Provide personalized guidance: The instructors have customized advice to help the students to understand and improve their experience (Zhuo, Shu-ying, & Qi-xian, 2015) according to the real conditions and to achieve real hierarchy. The educational paradigm of the flipped learning provided the students.

Increase participation: Students are dominating the flipped classroom (Zhuo, Shu- ying, & Qi-xian, 2015) most of the time. They ask their instructors about their study- related problems, and the instructors answer them. They sunk into the learning activities, and the learning atmosphere becomes strong.

Grow autonomous learning skills: Students can choose learning time, learning vid- eos, self-learning timetables under the flipped classroom paradigm, and it also culti- vates the student’s ability to think autonomously (Zhuo, Shu-ying, & Qi-xian, 2015).

Improves learner’s efficiency and engagement of learning: The teaching environ- ment can enhance student’s learning engagement and efficiency by using network in- tegration, videos, and other information and communication system (Zhuo, Shu-ying,

& Qi-xian, 2015).

Timesaving for students and teachers: Flipped classroom provides lectures with ad- ditional learning opportunities to facilitate student learning (Alhazbi & Halabi, 2018).

Flipping frees up class time that can address specific problems and build a group

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(Rosiene & A. Rosiene, 2015). The use of technologies even proves able to save instructor time in the flipped classroom, and students can also complete their subjects in due time (A. Rahman, Zaid, Abdullah, Mohamed, & Aris, 2015).

Provide technical benefit: With the internet and technological developments (Kumar, Renumol, & Murthy, 2018; Cai, Yang, & Gong, 2019; A. Rahman, Zaid, Abdullah, Mohamed, & Aris, 2015) information is easy to access at a low price. This change made it easier to turn education from a teacher-centered perspective to an approach that reflects on the student, and flipped learning is one such approach. The cost of implementing flipped learning classrooms is lower with internet access at a lower price, while the benefits for learners are huge.

Improve the lifelong learning skill: Using a flipped learning technique (Pugsee, 2017; Trupti, 2016), learners may achieve life-long learning. Flipped learning can be beneficial to learners for improving their skills and knowledge to serve their interests and needs. Thus, flipped education is a system that allows more chances for learners to discuss and share experiences on different content.

2.3 Models of flipped learning

Cinematic lecturers and inverted classes (CLIC) model: The Cinematic Lectures and Inverted Classrooms (CLIC) model (Subramaniam & Muniandy, 2019) can promote the application of flipped learning in the classroom. The idea of Cinematic Lec- tures and Inverted Classes (CLIC) is quite different from other forms of flipped learning. It can enable instructors to offer interactive course material by immersive cinematic lectures to learners outside the classroom.

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Figure 2.1 Cinematic lecturers and inverted classes (CLIC) model (Subramaniam

& Muniandy, 2019).

Model of flipped classroom instructors acceptance in computer science courses (MFCIA-CS): Fundamental structures of the proposed model (Bakheet & Gravell, 2019) according to the following content: Performance Expectancy applies to the expectations of the computing instructors in the possibilities of obtaining improved teaching job performance by utilizing the flipped learning classroom in their computing subjects rather than the conventional learning environment. Effort Expectancy refers to teachers of computer science’s belief that their students can use a flipped classroom and the perception that the commitment of lecture preparation of flipped class, that this affects the intent of teacher knowing how others think they can use a flipped classroom. Facilitating Conditions apply to educational institute facilities, and IT services are available to promote the implementation of the flipped learning approach, along with preparation and lectures for quality services. Self-efficacy of technology based on the findings of earlier studies indicated that self-efficacy of technology would influence the decision of the instructors to follow a flipped classroom. Behavioral intent seems to be the level to which an individual has established a conscious intention to take a possible future activity or not. It showed that behavioral plans for analyzing user technological change decisions instead of the use of actions.

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Figure 2.2 Model of flipped classroom instructor’s acceptance in computer science courses (MFCIA-CS) (Bakheet & Gravell, 2019).

Role-reversal or flipping the teacher flipped learning model: The role of the teacher in this model (Sarawagi, 2013) changes from being a sage on the ground to be a guide on the side depending on Bloom’s lower and higher-level thinking. Participants will first experience the flipped approach as a student, to realize its advantages in learning. They will then create their video and develop related exercises that will use in a course they teach. Finally, the participants will share their experience of the flipped approach they have had during this tutorial session, from the student as well as the instructor’s perspective.

Discussion-oriented flipped learning model: Discussion-oriented flipped learning model (Flores, Del-Arco, & Silva, 2016) works on the following process: organizing the contents according to the program in different units. Offering tools in various for- mats (textual, image, audiovisual, web-page links, etc.). Designing questions practices to provide incentives for assessment, thereby restricting the learner’s advancement in the course based on the results. Developing virtual forums to serve as a communal area of open discussion, in which participants share information, raise questions and answer questions, or explore subjects relevant to the course at hand.

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Figure 2.3 Discussion-oriented flipped learning model (Flores, Del-Arco, & Silva, 2016).

Smart adaptive management flipped learning (SAM-FL) model: This model (Lou- hab, Bahnasse, Talea, Bensalah, & Khiat, 2019) can integrate with the Moodle platform to have participants with tailored material based on their perceived skills and expertise. It also helps educators to handle the educational process of their students in a flipped-down sense. It has multiple hierarchical agents, who make it possible to create dynamic course content and check thresholds. The model assessment was system- atically co-directed by contrasting the rate of learner performance to the entrance levels and the quality of experience with students subjectively. The researchers found the usefulness of a system in terms of the convenience of learner growth.

Flipped learning model based on Robert Tabet structure: The flipped classroom aimed at experimental teaching, understanding custom teaching, exploring teaching models based on flipping classroom planned, and creatively developed. The flipped teaching model (Jiang Jin-gang, 2016; Ying & Xianping, 2018) in the classroom was designed based on Robert Tabet’s framework to create activity learning, as shown in figure 2.4.

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Figure 2.4 Flipped learning model based on Robert Tabet’s structure (Jiang Jin- gang, 2016).

Virtual flipped classroom (VFC) model: The flipped learning classroom and the vir- tual classroom (S. Ismail & A. Abdulla, 2018; Romero-García, Buzón-García, &

Touron, 2018) have introduced two concepts. It allows instructors to teach and direct learners to implement the lessons required to obtain the highest learning levels. Six interactive video lessons have designed to teach topics with experimental methods and complemented by examples in effective-learning like examples of successful issue- solving as well as question-engagement. Until the VFC model was applied to determine their necessary skills, a pretest had to provide to the participants, and the researchers then inserted the VFC framework using six interactive pictures. Then the students perform the posttest again to determine the preconditional sensitivity.

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Figure 2.5 Virtual flipped classroom model (S. Ismail & A. Abdulla, 2018).

Flipped learning classroom model based on ARCS: The teaching model (Chang, Song, & Fang, 2018) ARCS (Attention, Relevance Confidence, and Satisfaction) merged with the flipped classroom system to boost learner’s learning performance.

The main characteristic of this teaching model is the use of the ARCS concept to foster motivation and accomplishment for the learners in design learning content. The dia- grams given are as follows:

• Conceptual explanation: The course aims to address the learner’s direct interest at the starting for each flipped learning classroom session, accompanied by a description of the learning concepts and procedures, and the instructional material will conform to those in the worksheet.

• Free discussion: After the practical analysis, an opportunity for group discourse is developed with the teacher’s advice to promote open discussion between learners. This concept relates to the ARCS model’s “commitment” this design reflects on learner’s attention to the learning material to have introduced after the sudden change in their surroundings.

• Goal provision: When organizing students for free conversation, instructors use workbooks to achieve the desired learning outcomes. Through the practical interpretations of instructors, learners may support themselves complete the workbook and complement their information through related videos and Inter- net research.

• Practical work and report: In the previous stage, learners adopt the instruction and provide a report and evaluation as input after completing the aim.

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Figure 2.6 Flipped learning classroom model based on ARCS (Chang, Song, &

Fang, 2018).

Flipped learning classroom model based on QCPP: As is usually the practice, just a few learners participated in the chat forum during pre-class or post-class periods.

Therefore, the model (Wang, Huang, Schunn, Zou, & Ai, 2019) centers on three pre- class activities as; writing lecture notes, watching videos, and forum discussion. Be- sides, the two events are considered as one in questions of speed response because the teacher’s perspective is related to this analysis. This model has four main stages: pre- class, in-class, post-class, and evaluating activities. Interactive in-class activities have specifically chosen focused on the instructional theory focusing on the learners. In the learning model (QCPP), teacher face to face psychology has four important in-class activities: speed response questions, face to face teacher counseling, independent practice, and team projects. Although some students in speed response questions or independent practice activities can interact with each other, those two are specific tasks.

Because face to face teacher counseling has concentrated on the development of the team and all independent practice, it contributes to team works.

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Figure 2.7 Flipped learning classroom model based on QCPP (Wang, Huang, Schunn, Zou, & Ai, 2019).

Flipped learning classroom model based on PBL (Problem Based Learning):

Problem-based learning is a form of education (Fassbinder, Botelho, Martins, &

Barbosa, 2015; E. Chis, Moldovan, Murphy, Pathak, & Muntean, 2018) that allows learners to know, interacting together in teams to find answers to problems. Such challenges have helped to trigger the creativity of the learner and to promote the subject.

PBL encourages learners to think creatively about using the proper tools of thinking.

These model students have access to small samples and content to be learned outside before each lesson, through any device, wherever he/she is, like at home, at work.

Application for e-learning and m-learning, including the implementation of MOOC and personal learning experiences, will drive out-class practices. Also, in-class activities may use the resources available in classrooms and laboratories. The use of previous practical learning approaches, such as problem-solving and teacher training, will complement these activities.

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Figure 2.8 Flipped learning classroom model based on PBL (Fassbinder, Botelho, Martins, & Barbosa, 2015).

Flipped learning model based on MOOC: Massive Open Online Class combines the five components of video lessons, assignment, group communication, emails, and as- sessments. MOOC and flipped classrooms (Wang, Liu, & Wang, 2018) are also one of the fields of computerization of schooling, and it used in primary and secondary school teaching. First, determine the objectives, expectations, tasks, responsibilities, and so on of a flipped learning program. In the MOOC program allows learners to use the material that is consistent with assignments periodically. Before the lesson, learners can learn the basics and perform activities and tasks on this site, address problems, and plan for a classroom assignment. Instructors assume the leading role by debating, collaborating with classes, answering instructor’s and learner’s queries at the college, and improving learner’s abilities to investigate actively, understand, work with teams and solve problems. Learners can also communicate via a MOOC, fax, QQ, and WeChat with their instructors after training.

Flipped learning teaching model based on SPOC: SPOC-Small Private Online Courses (Yunyan, Qiang, & Changjing, 2018; Martínez-Muñoz & Pulido, 2015; An, Li, Hu, Ma, & Xu, 2017) have dedicated to digital learning in the context of instruction.

It helps students develop the ideal learning system and supporting instructor teaching and student learning in an all-round way. The flipped classroom layout use in the two- hour session set out as below. Students are required to study the SPOC documents before the lecture. Over the first half-hour, the teacher interactively tests that the students have grasped the principles present in the curriculum and discusses a task that requires students to apply the concepts they have mastered. Students spend an hour

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focusing on the assignment which has allocated. During this process, the teacher allows students to answer the problems and explain complicated concepts. Eventually, students do a summary of the task during the last half hour in the slot or take a short exam on the related lecture concepts.

Figure 2.9 Flipped learning model based on SPOC (An, Li, Hu, Ma, & Xu, 2017).

Standard/ Traditional flipped learning model: The model (Giannakos &

Chrisochoides, 2014; Çakıroğlu & Öztürk, 2017) used to improve the engagement and deeper learning of learners who participate actively in their studies. The flipped learning classroom allows an instructor to provide teaching resources before the lesson and thus allow learners time for analytical thought and discussion. Therefore, the flipped classroom model has mentioned before and during class activities.

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Figure 2.10 Standard flipped learning model (Giannakos & Chrisochoides, 2014).

Flipped classroom learning model in a Moodle environment: This model (Li, Zhang, & Hu, 2018) promotes the concept of a micro class and offers a Moodle-based educational program that combines Moodle with the flipped classes to optimize all participant's advantages. Teachers record the lesson as recording in the pre-class instruction module and upload it to the micro class section of Moodle alongside the task list to schedule pre-classes. This list helps students to track and take notes on the pe- riod, mark and acquire the information details and master them throughout the class with concerted attention. The main benefit of this program is that students can implement timeframes for their limited instruction. Before school, students receive the plan and the textbook to choose the right time for previewing the content of the lessons.

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Figure 2.11 Flipped classroom learning model in a Moodle environment (Li, Zhang, & Hu, 2018).

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2.4 How flipped learning used in different courses of computing ed- ucation?

The application of flipped learning methods was applied to the different subject areas in computing education. Here are some examples of the use of flipped learning approaches.

Introductory programming (CS1): Most of the educational institutes have used in- troductory programming courses (Cukurbasi & Kiyici, 2017) as a required course for computing education. Mainly it includes C, C+, C++, Java, and Python programming courses. The instructional designs are instructional video, online video, recorded video, PowerPoint lecture, e-learning applications, etc. with an average of 10 to 15 minutes (Schwarzenberg, Navon, Nussbaum, Perez-Sanagustın, & Caballero, 2017).

Afterward, they would form experimental and control groups of 15-20 people and do all the learning activities.

Data structure and object-oriented programming and design (CS2): The instruc- tional designs are instructional video, online video, recorded video, online multimedia subject contents, digital documents, etc. with an average of 10 to 15 minutes (Pugsee, 2017). Afterward, they would form a group of people or all people and do all the learning activity (Kui, Du, Zhong, & Liu, 2018; Hung, 2018) and, in the end, take the online examination (Hattingh & Eybers, 2017). The results through the flipped learning method have improved student’s critical thinking, analysis, and design skills.

Introduction to algorithmic structure and design (CS0): The instructional designs are online video, recorded video with an average of 10 to 15 minutes, and animated reading materials (eBooks, Virtual textbook), recorded image (Amira, Lamia, & Mo- hamed, 2019). Then, all learners do collaborative and interactive learning activities.

The results through the flipped learning method have improved student’s online learning experience, learning skills, motivation, self-confidence, and support, learning power, and study result.

Information technology (IT): The instructional designs are recorded video with an average of 10 to 15 minutes, cloud (File, Data, Google Spreadsheets, Worksheets, Electronic Data, Lecture Notes, Jupyter Notebook, Google Forms, SDA Information,

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Progress reports, Online Diaries) and animated reading materials (eBooks, Virtual textbook) (Trpkovska, Bexheti, & Cico, 2017). Afterward, they would form a group of people or experimental and control groups of 15-20 people or all people and do all the learning activity and, in the end, take the online examination. The results through the flipped learning method have improved student’s self-learning abilities, learning efficiency, timely thinking, and to guide them before class in the overview of information levels so that they can think clearly (Li, Zhang, & Hu, 2018).

Software engineering (Soft. ENG): The instructional designs are YouTube videos, recorded video, recorded audio with an average of 5 to 12 minutes, and live session (Kiat & Kwong, 2014). Then, all the learners do the collaborative activity and, in the end, take the online examination. The results through the flipped learning method have improved student’s topic understanding and performance skills, increasing the number of passes during the final exam, and improved development of responsibilities (Elmaleh & Shankararaman, 2017).

Augment labs (AL): The instructional designs (Jonas, 2015) are an online video and video lecture in one laboratory from another that provides a unique experience for each laboratory segment. Then, all the learners do the inquiry-based, collaborative, and interactive learning activity and, in the end, take an online experimental examination.

The results through the flipped learning method have increased student’s innovative learning skills and improve academic lab facilities as a smaller sized classroom, limited space for the experiment, multiple sections operate at the same time, etc.

2.5 What is computing education?

In the 21st century, computing knowledge and skills are becoming imperative. It cre- ates opportunities for advanced educational sector coursework (Lambert, 2019). It is necessary for early grades and the art of teaching and learning computational thinking (The Royal Society, 2017). It also deals as a pedagogical discipline, through the link to philosophy, psychology, language, natural science, and mathematics, with the broader impact of computing in society (Sue & Sentance, 2016). Education in computing is far younger than education in science and mathematics. Computing education is a rapidly changing academic field that is increasingly diverse (Oyelere, 2017). In

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the history of computing, digital computers were built only around the 1940s–although computing has been around for centuries since the invention of analog computers (Voas, Kuhn, Paulsen, & Schaffer, 2018; Sue & Sentance, 2016). All people should study computer science to have a well-informed understanding of the growing digital world around them (The Royal Society, 2017). Everyone should have the chance to study computer science, and all learners must have equal access to computing so that they equipped with the skills needed for the future. The areas are mainly related to the implementation of computing software and hardware systems in the education sector (Oyelere, 2017). Many educational sectors are making significant progress in computing education. Computing education helps the learners to learn a specific structure of LMS such as Moodle and Blackboard (Oyelere, 2017). We need confident, trained, and supported teachers if all students are to have the opportunity to study computer science. We need teachers with confidence, training, and support if all students are to learn computer science because the traditional education curriculum rapidly changes to the science education curriculum (Sue & Sentance, 2016). Teachers need unlimited access to a structured professional development program to transform computer training genuinely. We need to understand how to effectively teach computer science to have the maximum impact on student learning and lifelong outcomes (The Royal So- ciety, 2017). Computing education in schools remains less developed (Voas, Kuhn, Paulsen, & Schaffer, 2018) than higher education. Still, it has various attributes that are appropriate for universal learning (Oyelere, 2017). Therefore, the significant in- vestment required in a new research field for computing education (Lambert, 2019).

2.6 Teaching methods for computing education

The word method means a clearly defined part of the teaching that is conceptually observable and separate while incorporating it. Recently there is an empirical obser- vation on teaching methods linked to information systems of computer education during the learning process (Zendler & Andreas, 2019). Specific teaching methods are especially useful for computing education. Here are a few examples of the teaching method of computing education.

Brainstorming: Brainstorming helps learners using collective creative strategies to discover the solution to problems from a concept database (Dutt, 2015). It instructs the

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thinker to present the situation, establish patterns of thinking, develop new ideas, and get into the work (Mac, 2020). It allows students to apply their expertise to the problem solving of all team members (Dutt, 2015).

Computer-supported modeling and teaching: Computer modeling is using a com- puter to present multiple responses through one system and simulate the mathematical model of a real system through programming (Zendler & Andreas, 2019). On the other hand, computer-supported teaching helps the learner to support the presentation, vali- dation, and content assessment by using computer technology (Dutt, 2015).

Discovery learning: Discovery learning is a creative learning method to support edu- cation. It is Bruner’s learning philosophy and based on the idea that knowledge is an active process in which learners create new ideas or principles based on current or previous experience (Dutt, 2015). Students communicate with the universe by inves- tigating and controlling objects, competing problems, and analyzing or conducting experiments (Zendler & Andreas, 2019).

Direct instructional teaching: Direct teaching is a simple, teacher-centered, and ex- plicit instructional approach that usually use to instruct a precise technique. It refers to the conventional method of education, which relies on specific pedagogy through lectures and presentations led by teachers (Teach, 2018). It is a passive learning method, which guided by the teacher that means that the teacher is facing a classroom and provides the details (Zendler & Andreas, 2019).

Experimental learning: The experimental learning method is known as a pedagogical learning approach to educate people from personal experience, and it is known more precisely as learning through experiments (Mac, 2020). It refers to teaching through acts, knowledge, skills, understanding through practice, studying through interactions, and learning through discovery (Oseel, 2011).

Learning through tasks: Learning through tasks (Zendler & Andreas, 2019) is known as a pedagogical learning method. Where communicative activities entirely perform on the learning method. It refers to task-based learning or task-based instruction, where instructors ask learners to perform systematic activities that evoke desired language

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adoption. It also promotes the productive, adequate fulfillment of a task, which in- creases the confidence of students enormously (Tesol, 2017; Mac, 2020).

Problem-solving learning: Problem-solving is a pedagogical learning method (Zendler & Andreas, 2019; Mac, 2020; Dutt, 2015) that compares different beneficial tools and contains scientific processes, logical thinking, decision-making, research, and reflection to reach the target. This approach assists learners in gaining the ability to solve and use scientific problems in every field in their life. It facilitates the learner’s involvement in teaching-learning activities, daily analysis, enhances responsibility, and analytical perception and understanding.

Project methodology: The project methodology (Robert, 2003) is a collaborative learning approach that applies to define problems and solutions by using extended inquiry process. Projects are learner-centered, in compliance with the criteria, require- ments, and objectives established by the teacher. Learners have power over preparation, editing, presentation, and reflection of the project. Learners can engage in innovation and have control over the development, processing, performance, and thought of the plan.

2.7 Flipped learning methods for computing education

Standard flipped learning method based on Bloom’s Taxonomy: This method has focused (Fetaji, Fetaji, & Ebibi, 2019) on Bloom’s taxonomy principle of the cognitive domain. Learners view brief tutorial videos at school, which will explore the lesson’s central themes. Such videos are posted on YouTube and have a total of fewer than 10 minutes. By replaying or pausing with the recording, learners will watch the tutorial.

To ensure learners watch the video, to show the instructor, they will need to take individual feedback on the video contents. Additionally, there is a short test after every video lesson to verify the participant’s understanding.

The combined flipped classroom and problem-based learning (FC-PBL) method:

The combined FC-PBL method (E. Chis, Moldovan, Murphy, Pathak, & Muntean, 2018) used in the third stage concentrated on group work. There was an open-ended real-life problem, and learners need to understand the problem by following the layout

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of the database of the problem. Learners also invited to watch video clips before com- ing to class, and this concept comes from the definition of the array.

Self-flipped classroom (SFC) method: The participants prepare the material of the flipped learning classroom for the demonstration of the SFC concept (Vasilchenko, Cajander, Daniel, & Balaam, 2018), which takes a move forward with the participant activation. Learner-centered teaching methods come from SFC structure. The SFC idea is dynamic and can easily apply to many academic settings.

E-learning based collaborative flipped learning method: The main feature of the e- learning method (Hayashi, Fukamachi, & Komatsugawa, 2015) is to allocate most of the class time interacting with the teachers to enable the participants in academic work.

Students in the e-learning method use an e-learning framework (flash animations and video data) to do homework one week before a lecture. The teacher will clarify the painful points of reading textbooks or watching videos for students and check student’s learning history.

Game-based learning (GBL) flipped learning method: Before each lecture, learners asked to plan a section of work. The game (Hattingh & Eybers, 2017) problems during the lesson would address a part of the research, and composed of 38 students in their fourth year. Every lecture lasts one hour and a half and the first 30 min of the lesson, interactive board gameplays.

Smart enhanced context-aware for flipped mobile learning (SECA-FML) method: SECA-FML tries to provide (Louhab, Bahnasse, & Talea, 2018) customized material for learners. Material style dependent on its background. The materials also bear the different dimensions of meaning and particularly the context of the mobile devices.

Flipped learning classroom method with interactive feedback portfolio (IFEP):

An interactive feedback portfolio (IFEP) program (Tsai, Hou, Yong, Chiou, & Yu, 2018) that facilitates the flipped learning experiences in classrooms with iBeacon technology. Using the IFEP program is aimed at fostering high participation in education, that comprises of learners utilizing Software, and web interface instructors. Partici- pants require APP to scan their smartphones for iBeacon apps instead of the APP. In

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cloud space, iBeacon device records identification status. Consequently, students engage naturally in the classroom. Instructors will utilize another feature that the IFEP program provides to facilitate participation in the classroom by showing questions on the front screen. It transfers these queries (multicasts) via web-socket technologies to student’s smartphones. Learners instead use an APP to receive input on responses to these issues. The program often demonstrates the transient results of learner input on board while receiving learner answers and presents countdown time signals. Instruc- tors will quickly receive learner feedback information. These findings can evaluate their potential effects on learning output, including learner participation in classroom and learner answer correction levels. Furthermore, instructors can quickly obtain learner’s learning successes in the classroom, and then instructors can change their interactive techniques.

Flipped learning teaching method in the Moodle environment: Students perform the lesson mainly through the Moodle platform (Li, Zhang, & Hu, 2018) instructional lessons in the classroom. The videos will explore the particularities of the learner. The essential points and challenging parts are identical, and each video will have a length of 20 minutes. Throughout this flipped classroom method, the central aspect in which the course material can deliver is to show videos provided on the Moodle website. The layout divided into the following main modules within the Moodle framework, including advice and input, micro- chapter, learning task list, self- and collective assessment and chat space, etc. Students will watch video lessons and perform the accompanying activities outside of the class.

Method of in-class knowledge internalization activities: The Moodle platform keeps the student’s progress and problems for addressing. Teachers will know the problem (Li, Zhang, & Hu, 2018) that has arisen in a structured way through input from teachers and the assessment of student success in learning. Besides, teachers can also provide students with customized tutoring according to their various problems. In the classroom, instructors use new teaching approaches and dynamic techniques, which increase the engagement and motivation of the student effectively. After learning, students can enhance their information and expand their perception with extensive practice. Method after work self-reflection and evaluation: Teachers can evaluate

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students based on their progress in learning on the website, motivate students to learn from one another, and follow various methods for teaching students.

Smart adaptive management for flipped learning (SAM-FL) method: The SAM- FL method (Louhab, Bahnasse, Talea, Bensalah, & Khiat, 2019) seeks to provide an interactive Moodle system for teachers that helps them to monitor the learning cycle for learners. By designing and introducing a new plugin to the Moodle framework, this will also allow the latter to access the content of the course relevant to their standard.

The learning cycle used in a flipped classroom sense. Therefore, at school, the learner will view the interactive material of his curriculum and use the learning time to perform activities and explore various facets of the program.

Flipped learning classroom experimental method: Teachers produced and gave a video on a topic (Trupti, 2016) to the student. Students view the video and finish the video lecture at the end. This task is sent to the instructor via email electronically by the students. The next day of the task debate conducts in class in the context of a ques- tionnaire or query answer or group activity on the video lecture topic and assignments.

During the classroom study session, the teacher scheduled a quiz, Q & A session, and group play. Following the discussion in the classroom, the students have told about revising and adjusting their assignments. This method has shown in figure 2.12.

Figure 2.12 Flipped learning classroom experimental method (Trupti, 2016).

Application of Flipped Learning Approach in Computing Education