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Authors: Sebastian Mader and François Bry

Affiliation: Institute of Informatics, Ludwig Maximilian University of Munich and Germany

Keyword(s): Technology-enhanced Learning, Active Learning, Flipped Classroom, Peer Review.

Related Ontology Subjects/Areas/Topics: Active Learning ; Computer-Supported Education ; e-Learning ; Instructional Design ; Learning/Teaching Methodologies and Assessment ; Pattern Recognition ; Theory and Methods

Abstract: This article describes a novel educational format called “phased classroom instruction” and its enabling technology specially tuned to the effective learning of formal languages in tertiary STEM education. Like flipped classroom, phased classroom instruction aims at promoting active learning. In contrast to flipped classroom, phased classroom instruction scales to large classes thanks to its associated enabling technology. The article reports on a real-life evaluation of the proposed format and of its enabling technology pointing to their effectiveness.

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Paper citation in several formats:
Mader, S. and Bry, F. (2019). Phased Classroom Instruction: A Case Study on Teaching Programming Languages. In Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU; ISBN 978-989-758-367-4; ISSN 2184-5026, SciTePress, pages 241-251. DOI: 10.5220/0007655702410251

@conference{csedu19,
author={Sebastian Mader and Fran\c{c}ois Bry},
title={Phased Classroom Instruction: A Case Study on Teaching Programming Languages},
booktitle={Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU},
year={2019},
pages={241-251},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007655702410251},
isbn={978-989-758-367-4},
issn={2184-5026},
}

TY - CONF

JO - Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU
TI - Phased Classroom Instruction: A Case Study on Teaching Programming Languages
SN - 978-989-758-367-4
IS - 2184-5026
AU - Mader, S.
AU - Bry, F.
PY - 2019
SP - 241
EP - 251
DO - 10.5220/0007655702410251
PB - SciTePress

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