Paper Info
Title
Improving Classroom Preparedness Using Guided Practice.
Abstract
Numerous studies have demonstrated the effectiveness of flipped classrooms (e.g. peer instruction) in computer science courses. Flipped classrooms rely on students having obtained first exposure to concepts through pre-class activities such as viewing videos or reading a textbook. Having engaged with the material before class, class time can be spent on more challenging activities with feedback from the instructor and classmates. These pre-class activities can be a challenge for students, who often do not have the skills necessary to critically engage with the assigned reading/viewing. As a result students often come to class under-prepared despite completing the pre-class activities. This paper presents the author's experience with adding guided practice worksheets to improve student preparedness in two courses: a CS1 course and a lower-division "Introduction to Computer Systems" course. These pre-class worksheets provided a structured set of learning objectives for students to focus on in their reading as well as exercises to test those objectives. Limited results indicate a high worksheet completion rate and a strong positive correlation between individual completion rates and final course grade. This paper also presents recommendations for those instructors wishing to adopt guided practice in their class.
Year
DOI
Venue
2018
10.1145/3159450.3159571
SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education Baltimore Maryland USA February, 2018
Field
DocType
ISBN
Peer instruction,Completion rate,Flipped classroom,Computer science,Worksheet,Positive correlation,Mathematics education,Multimedia,Preparedness
Conference
978-1-4503-5103-4
Citations 
PageRank 
References 
0
0.34
1
Authors
1
Name
Order
Citations
PageRank
Saturnino Garcia131120.48