Abstract—Teaching and learning how to program are not
easy tasks. Disapproval and dropout rates are a concern for
everyone concerned with the topic. Therefore, it is necessary to
look for strategies that improve the motivation of students who
start a programming course, also improving success rates and
decreasing dropout rates. The inverted class model, or flipped
classroom, has been used in several experiments, showing very
good results. The objectives of this teaching-learning technique
is to change the traditional order: students have contact with
new subjects before the classroom, using videos, texts or other
material, as well as small online tests to check their knowledge.
In this way, the face-to-face classes are reserved for discussion,
doubts and application of previously acquired knowledge.
The purpose of this paper is to analyze the scientific
production on Flipped classrooms in introductory
programming courses indexed in Elsevier’s Scopus. The sample
is composed by 45 articles in total. The results obtained by
bibliometric analysis showed when and where those documents
are published, who are the authors and what is the focus of said
articles. We also analyzed the most cited documents. We made a
summary of the articles, namely in what refers to the sample
size of the experiences, which programming language is used, in
which universities the articles are made, which technology is
used, as well as which methods are used in order to create
inverted classes and which are the objectives and results of
these experiences reported on the articles.. We managed to get a
global view of the theme, getting a strong analysis for those who
want to use flipped classrooms for teaching programming.
Index Terms—Flipped classrooms, inverted classrooms, CS1,
programming languages, bibliometrics.
Sónia Rolland Sobral is with REMIT, Universidade Portucalense, Porto,
Portugal (e-mail: sonia@upt.pt).
Cite: Sónia Rolland Sobral, "Flipped Classrooms for Introductory Computer Programming Courses," International Journal of Information and Education Technology vol. 11, no. 4, pp. 178-183, 2021.
Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).