The Flipped Classroom and Higher Education - Experiences with Computer Science Students

Sergio Francisco Sargo Ferreira Lopes, Luís Manuel Borges Gouveia, Pedro Alexandre da Cunha Reis

flipped classroom, b-learning, teaching and learning process, active teaching methodologies.

This paper presents the main results of the experiments carried out during a field investigation on the teaching and learning methodology of the flipped classroom,variant of b-learning education, within the scope of the PhD program in Information Sciences (in Systems, Technologies and Information Management) from Fernando Pessoa University in Porto - Portugal. The field research was methodologically oriented around Action-Research and was conducted between 2015 and 2019 with one hundred and fifty-two (n = 152) students from thehigher education in Computer Science courses of two higher education institutions. The students were subjected to the methodological context of the flipped classroom, and the study focused on finding answers around the efficiency and effectiveness of this teaching methodology, by collecting data in two specific approaches, one related to behavioral aspects and the other around students affective aspects, given their individual experience in the teaching and learning process of the flipped classroom.

10.22161/ijaers.610.3