Lessons from a failed flipped classroom: The hacked computer science teacher

Research output: Chapter in Book/Conference proceedingConference contributionpeer-review

24 Citations (Scopus)

Abstract

Teaching in higher education can be rewarding, but also stressful. Different teaching approaches and paradigms may mean that teachers are constantly trying to improve the learning experience for their students - a good thing; but perhaps are not succeeding - a bad thing. This paper is essentially a story centring around a teaching experience I had over the course of a single semester. Motivated by a desire to improve the interactivity in a computer science class, I designed and implemented an initiative to facilitate student interaction and teamwork: a flipped classroom. The initiative was not as successful as hoped for, and so I drew on reflexivity and autoethnography to help understand and learn from the experience.

Original languageEnglish
Title of host publicationProceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages11-15
Number of pages5
ISBN (Electronic)9781467392266
DOIs
Publication statusPublished - 18 Jan 2016
Event4th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015 - Zhuhai, China
Duration: 10 Dec 201512 Dec 2015

Publication series

NameProceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015

Conference

Conference4th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015
Country/TerritoryChina
CityZhuhai
Period10/12/1512/12/15

Keywords

  • Autoethnography
  • Computer Science
  • Flipped Classroom
  • Reflection
  • Software Engineering
  • Teaching

ASJC Scopus subject areas

  • Education
  • Engineering (miscellaneous)

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