Use of the flipped classroom to design creative and active activities in the field of computer science
Abstract
The objective of this quantitative research is to analyze the impact of the flipped classroom in the educational process on computer science considering data science and machine learning. This study proposes the consultation of YouTube videos (before class), collaborative work through MySQL software (during class) and individual work through MySQL software (after class) in the database subject. The results of machine learning (linear regression) indicate that school activities before, during and after the class positively influence the assimilation of knowledge and development of skills on the administration of the database. Likewise, data science identifies 6 predictive models on the use of the flipped classroom in the educational process by means of the decision tree technique. Finally, the flipped classroom improves the teaching-learning conditions through the performance of creative and active activities.
Article in English.
Atvirkštinio mokymosi panaudojimas modeliuojant kūrybinę ir aktyviąją veiklą kompiuterių mokslo srityje
Santrauka
Šio kiekybinio tyrimo tikslas – išanalizuoti atvirkštinio mokymosi poveikį kompiuterių mokslui ugdymo proceso metu, remiantis duomenų mokslu ir mašininiu mokymusi. Šiame tyrime duomenų bazėje siūloma pasitelkti YouTube vaizdo įrašus (iki mokymosi proceso), bendradarbiavimu grindžiamą veiklą, naudojantis MySQL programine įranga (mokymosi proceso metu) ir individualią veiklą, taikant MySQL programinę įrangą (pasibaigus mokymosi procesui). Mašininio mokymosi rezultatai (linijinė regresija) rodo, kad mokyklinė veikla iki mokymosi proceso, jo metu ir jam pasibaigus daro teigiamą įtaką žinių įsisavinimui bei duomenų bazės administravimo įgūdžių tobulinimui. Panašiai ir duomenų mokslo atveju, remiantis sprendimų medžio metodu, ugdymo proceso metu pasitelkus atvirkštinį mokymąsi, nustatomi 6 prognostiniai modeliai. Galiausiai atvirkštinis mokymasis, taikant kūrybinę ir aktyviąją veiklą, pagerina mokymo–mokymosi sąlygas.
Reikšminiai žodžiai: duomenų mokslas, ugdymo procesas, atvirkštinis mokymasis, aukštasis išsilavinimas, mašininis mokymasis, mokymas–mokymasis.
Keyword : data science, educational process, flipped classroom, higher education, machine learning, teaching-learning
How to Cite
Salas Rueda, R. A. (2020). Use of the flipped classroom to design creative and active activities in the field of computer science. Creativity Studies, 13(1), 136-151. https://doi.org/10.3846/cs.2020.10336
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Beisiegel, M., Mitchell, R., & Hill, H. C. (2018). The design of video-based professional development: an exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69–89. https://doi.org/10.1177/0022487117705096
Bonilla-del-Río, M., Diego-Mantecón, J. M., & Lena-Acebo, F. J. (2018). Estudiantes Universitarios: prosumidores de recursos digitales y mediáticos en la era de internet. Aula Abierta, 47(3), 319–326. https://doi.org/10.17811/rifie.47.3.2018.319-326
Burke, A. S., & Fedorek, B. (2017). Does “Flipping” promote engagement? A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11–24. https://doi.org/10.1177/1469787417693487
Chiecher, A. C., & Melgar, M. F. (2018). Do they know everything? Educational innovations aimed at promoting digital skills in university students. Apertura, 10(2), 1–16. https://doi.org/10.32870/Ap.v10n2.1374
Cohen, M. E., Poggiali, J., Lehner-Quam, A., Wright, R., & West, R. K. (2016). Flipping the classroom in business and education one-shot sessions: a research study. Journal of Information Literacy, 10(2), 40–63. https://doi.org/10.11645/10.2.2127
Dommett, E. J. (2018). Using a flipped classroom to embed information literacy skills training into academic studies. Journal of Information Literacy, 12(1), 97–108. https://doi.org/10.11645/12.1.2349
Eschenbrenner, B., & Fui-Hoon Nah, F. (2019). Learning through mobile devices: leveraging affordances as facilitators of engagement. International Journal of Mobile Learning and Organisation, 13(2), 152–170. https://doi.org/10.1504/IJMLO.2019.098193
Etchegaray Centeno, M. C., Duarte Hueros, A. M., & Guzmán Franco, M. D. (2018). Diseño e integración del recurso multimedia “mine-ducation” en Educación Primaria: Valoraciones aportadas por expertos. Aula Abierta, 47(3), 307–318. https://doi.org/10.17811/rifie.47.3.2018.307-318
Hevia-Artime, I., & Fueyo-Gutiérrez, A. (2018). Situated learning in the design of virtual learning environments: an experience of peer learning in a community of practice. Aula Abierta, 47(3), 347–354. https://doi.org/10.17811/aula_abierta.47.3.2018.347
Kang, H., & Es, van E. A. (2019). Articulating design principles for productive use of video in preservice education. Journal of Teacher Education, 70(3), 237–250. https://doi.org/10.1177/0022487118778549
Kim, Y., & Ahn, Ch. (2018). Effect of combined use of flipped learning and inquiry-based learning on a system modeling and control course. IEEE Transactions on Education, 61(2), 136–142. https://doi.org/10.1109/TE.2017.2774194
Kim, G. J., Patrick, E. E., Srivastava, R., & Law, M. E. (2014). Perspective on Flipping Circuits I. IEEE Transactions on Education, 57(3), 188–192. https://doi.org/10.1109/TE.2014.2298218
Law Schuetz, R., Biancarosa, G., & Goode, J. (2018). Is technology the answer? Investigating students’ engagement in math. Journal of Research on Technology in Education, 50(4), 318–332. https://doi.org/10.1080/15391523.2018.1490937
Maciejewski, W. (2016). Flipping the calculus classroom: an evaluative study. Teaching Mathematics and Its Applications, 35, 187–201. https://doi.org/10.1093/teamat/hrv019
Madrid García, E. M., Angulo Armenta, J., Prieto Méndez, M. E., Fernández Nistal, M. T., & Olivares Carmona, K. M. (2018). Implementación de aula invertida en un curso propedéutico de habilidad matemática en bachillerato. Inicio, 10(1). https://doi.org/10.32870/Ap.v10n1.1149
Implementación de aula invertida en un curso propedéutico de habilidad matemática en bachillerato. Apertura, 10(1), 24–39.
Mason, G. S., Rutar Shuman, T., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430–435. https://doi.org/10.1109/TE.2013.2249066
Ramírez Mera, U. N., & Barragán López, J. F. (2018). University students’ self-perception on the use of digital technologies for learning. Apertura, 10(2), 1–21. https://doi.org/10.32870/Ap.v10n2.1401
Salas-Rueda, R. A. (2015). Usable Web interface: technological tool for teaching-learning. Revista de Comunicación de la SEECI, 19(36), 163–177.
Salas-Rueda, R. A., Jesús Vázquez Estupiñán, De J., & Lugo-García, J. L. (2016). Avatar use in the process of learning on applications of derivatives. Revista de Comunicación de la SEECI, 20(39), 72–88. https://doi.org/10.15198/seeci.2016.39.72-88
Salinas Martínez, P., Quintero Rodríguez, E., & Rodríguez-Arroyo, J. A. (2015). Curso híbrido y de aula invertida apoyado en MOOC: experiencia de autoevaluación. Apertura: Revista de Innovación Educativa, 7(1), 50–63.
Schneider, B., & Blikstein, P. (2016). Flipping the flipped classroom: a study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5–17. https://doi.org/10.1109/TLT.2015.2448093
Shen, J. (2018). Flipping the classroom for information literacy instruction: considerations towards personalisation and collaborative learning. Journal of Information Literacy, 12(1), 48–67. https://doi.org/10.11645/12.1.2274
Yelamarthi, K., & Drake, E. (2015). A flipped first-year digital circuits course for engineering and technology students. IEEE Transactions on Education, 58(3), 179–186. https://doi.org/10.1109/TE.2014.2356174
Bonilla-del-Río, M., Diego-Mantecón, J. M., & Lena-Acebo, F. J. (2018). Estudiantes Universitarios: prosumidores de recursos digitales y mediáticos en la era de internet. Aula Abierta, 47(3), 319–326. https://doi.org/10.17811/rifie.47.3.2018.319-326
Burke, A. S., & Fedorek, B. (2017). Does “Flipping” promote engagement? A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11–24. https://doi.org/10.1177/1469787417693487
Chiecher, A. C., & Melgar, M. F. (2018). Do they know everything? Educational innovations aimed at promoting digital skills in university students. Apertura, 10(2), 1–16. https://doi.org/10.32870/Ap.v10n2.1374
Cohen, M. E., Poggiali, J., Lehner-Quam, A., Wright, R., & West, R. K. (2016). Flipping the classroom in business and education one-shot sessions: a research study. Journal of Information Literacy, 10(2), 40–63. https://doi.org/10.11645/10.2.2127
Dommett, E. J. (2018). Using a flipped classroom to embed information literacy skills training into academic studies. Journal of Information Literacy, 12(1), 97–108. https://doi.org/10.11645/12.1.2349
Eschenbrenner, B., & Fui-Hoon Nah, F. (2019). Learning through mobile devices: leveraging affordances as facilitators of engagement. International Journal of Mobile Learning and Organisation, 13(2), 152–170. https://doi.org/10.1504/IJMLO.2019.098193
Etchegaray Centeno, M. C., Duarte Hueros, A. M., & Guzmán Franco, M. D. (2018). Diseño e integración del recurso multimedia “mine-ducation” en Educación Primaria: Valoraciones aportadas por expertos. Aula Abierta, 47(3), 307–318. https://doi.org/10.17811/rifie.47.3.2018.307-318
Hevia-Artime, I., & Fueyo-Gutiérrez, A. (2018). Situated learning in the design of virtual learning environments: an experience of peer learning in a community of practice. Aula Abierta, 47(3), 347–354. https://doi.org/10.17811/aula_abierta.47.3.2018.347
Kang, H., & Es, van E. A. (2019). Articulating design principles for productive use of video in preservice education. Journal of Teacher Education, 70(3), 237–250. https://doi.org/10.1177/0022487118778549
Kim, Y., & Ahn, Ch. (2018). Effect of combined use of flipped learning and inquiry-based learning on a system modeling and control course. IEEE Transactions on Education, 61(2), 136–142. https://doi.org/10.1109/TE.2017.2774194
Kim, G. J., Patrick, E. E., Srivastava, R., & Law, M. E. (2014). Perspective on Flipping Circuits I. IEEE Transactions on Education, 57(3), 188–192. https://doi.org/10.1109/TE.2014.2298218
Law Schuetz, R., Biancarosa, G., & Goode, J. (2018). Is technology the answer? Investigating students’ engagement in math. Journal of Research on Technology in Education, 50(4), 318–332. https://doi.org/10.1080/15391523.2018.1490937
Maciejewski, W. (2016). Flipping the calculus classroom: an evaluative study. Teaching Mathematics and Its Applications, 35, 187–201. https://doi.org/10.1093/teamat/hrv019
Madrid García, E. M., Angulo Armenta, J., Prieto Méndez, M. E., Fernández Nistal, M. T., & Olivares Carmona, K. M. (2018). Implementación de aula invertida en un curso propedéutico de habilidad matemática en bachillerato. Inicio, 10(1). https://doi.org/10.32870/Ap.v10n1.1149
Implementación de aula invertida en un curso propedéutico de habilidad matemática en bachillerato. Apertura, 10(1), 24–39.
Mason, G. S., Rutar Shuman, T., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430–435. https://doi.org/10.1109/TE.2013.2249066
Ramírez Mera, U. N., & Barragán López, J. F. (2018). University students’ self-perception on the use of digital technologies for learning. Apertura, 10(2), 1–21. https://doi.org/10.32870/Ap.v10n2.1401
Salas-Rueda, R. A. (2015). Usable Web interface: technological tool for teaching-learning. Revista de Comunicación de la SEECI, 19(36), 163–177.
Salas-Rueda, R. A., Jesús Vázquez Estupiñán, De J., & Lugo-García, J. L. (2016). Avatar use in the process of learning on applications of derivatives. Revista de Comunicación de la SEECI, 20(39), 72–88. https://doi.org/10.15198/seeci.2016.39.72-88
Salinas Martínez, P., Quintero Rodríguez, E., & Rodríguez-Arroyo, J. A. (2015). Curso híbrido y de aula invertida apoyado en MOOC: experiencia de autoevaluación. Apertura: Revista de Innovación Educativa, 7(1), 50–63.
Schneider, B., & Blikstein, P. (2016). Flipping the flipped classroom: a study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5–17. https://doi.org/10.1109/TLT.2015.2448093
Shen, J. (2018). Flipping the classroom for information literacy instruction: considerations towards personalisation and collaborative learning. Journal of Information Literacy, 12(1), 48–67. https://doi.org/10.11645/12.1.2274
Yelamarthi, K., & Drake, E. (2015). A flipped first-year digital circuits course for engineering and technology students. IEEE Transactions on Education, 58(3), 179–186. https://doi.org/10.1109/TE.2014.2356174