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

Dave Towey

doi:10.1109/TALE.2015.7386008

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

Dave Towey^*

^*Corresponding author for this work

Research output: Chapter in Book/Conference proceeding › Conference contribution › peer-review

27 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 language	English
Title of host publication	Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015
Publisher	Institute of Electrical and Electronics Engineers Inc.
Pages	11-15
Number of pages	5
ISBN (Electronic)	9781467392266
DOIs	https://doi.org/10.1109/TALE.2015.7386008
Publication status	Published - 18 Jan 2016
Event	4th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015 - Zhuhai, China Duration: 10 Dec 2015 → 12 Dec 2015

Publication series

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

Conference

Conference	4th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015
Country/Territory	China
City	Zhuhai
Period	10/12/15 → 12/12/15

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Free Keywords

Autoethnography
Computer Science
Flipped Classroom
Reflection
Software Engineering
Teaching

ASJC Scopus subject areas

Education
Engineering (miscellaneous)

Access to Document

10.1109/TALE.2015.7386008

Cite this

Towey, D. (2016). Lessons from a failed flipped classroom: The hacked computer science teacher. In Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015 (pp. 11-15). Article 7386008 (Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/TALE.2015.7386008

Towey, Dave. / Lessons from a failed flipped classroom : The hacked computer science teacher. Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015. Institute of Electrical and Electronics Engineers Inc., 2016. pp. 11-15 (Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015).

@inproceedings{8fe8f36a9a324f9a935f17b2ffaf706c,

title = "Lessons from a failed flipped classroom: The hacked computer science teacher",

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.",

keywords = "Autoethnography, Computer Science, Flipped Classroom, Reflection, Software Engineering, Teaching",

author = "Dave Towey",

note = "Publisher Copyright: {\textcopyright} 2015 IEEE.; 4th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015 ; Conference date: 10-12-2015 Through 12-12-2015",

year = "2016",

month = jan,

day = "18",

doi = "10.1109/TALE.2015.7386008",

language = "English",

series = "Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015",

publisher = "Institute of Electrical and Electronics Engineers Inc.",

pages = "11--15",

booktitle = "Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015",

address = "United States",

}

Towey, D 2016, Lessons from a failed flipped classroom: The hacked computer science teacher. in Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015., 7386008, Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015, Institute of Electrical and Electronics Engineers Inc., pp. 11-15, 4th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015, Zhuhai, China, 10/12/15. https://doi.org/10.1109/TALE.2015.7386008

Lessons from a failed flipped classroom: The hacked computer science teacher. / Towey, Dave.
Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015. Institute of Electrical and Electronics Engineers Inc., 2016. p. 11-15 7386008 (Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015).

Research output: Chapter in Book/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Lessons from a failed flipped classroom

T2 - 4th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015

AU - Towey, Dave

PY - 2016/1/18

Y1 - 2016/1/18

N2 - 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.

AB - 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.

KW - Autoethnography

KW - Computer Science

KW - Flipped Classroom

KW - Reflection

KW - Software Engineering

KW - Teaching

UR - https://www.scopus.com/pages/publications/84963611415

U2 - 10.1109/TALE.2015.7386008

DO - 10.1109/TALE.2015.7386008

M3 - Conference contribution

AN - SCOPUS:84963611415

T3 - Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015

SP - 11

EP - 15

BT - Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015

PB - Institute of Electrical and Electronics Engineers Inc.

Y2 - 10 December 2015 through 12 December 2015

ER -

Towey D. Lessons from a failed flipped classroom: The hacked computer science teacher. In Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015. Institute of Electrical and Electronics Engineers Inc. 2016. p. 11-15. 7386008. (Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015). doi: 10.1109/TALE.2015.7386008

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

Abstract

Publication series

Conference

UN SDGs

Free Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this