TY - GEN
T1 - Flipped Data Science Classrooms with Peer Instruction and Just-In-Time Teaching
T2 - 21st International Conference on Web-Based Learning, ICWL 2022 and 7th International Symposium on Emerging Technologies for Education, SETE 2022
AU - Xie, Haoran
AU - Huang, Xinyi
AU - Cheng, Gary
AU - Wang, Fu Lee
AU - Chong, James Chit Ming
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2023
Y1 - 2023
N2 - This paper focused on students’ learning experiences in a flipped data science class integrated with peer instruction and just-in-time teaching. University students in Hong Kong participated in the research during the pandemic. Students’ perceptions of the flipped learning mode were investigated by a 5-point Likert scale questionnaire. According to the results, most students felt they enjoyed learning with the flipped mode since it allowed them to learn flexibly and independently. The course materials (i.e., instructional videos, lecture notes, and in-class exercises) were well-designed, and students perceived the materials were useful and user-friendly. As suggested by the students, more time should be given to the pre-class learning activities. Based on the suggestions, the researchers provide practical implications on improving teaching in the flipped science class. This study demonstrates how to flip a data science class and proves its value on students’ learning, providing implications for using flipped learning during the pandemic period.
AB - This paper focused on students’ learning experiences in a flipped data science class integrated with peer instruction and just-in-time teaching. University students in Hong Kong participated in the research during the pandemic. Students’ perceptions of the flipped learning mode were investigated by a 5-point Likert scale questionnaire. According to the results, most students felt they enjoyed learning with the flipped mode since it allowed them to learn flexibly and independently. The course materials (i.e., instructional videos, lecture notes, and in-class exercises) were well-designed, and students perceived the materials were useful and user-friendly. As suggested by the students, more time should be given to the pre-class learning activities. Based on the suggestions, the researchers provide practical implications on improving teaching in the flipped science class. This study demonstrates how to flip a data science class and proves its value on students’ learning, providing implications for using flipped learning during the pandemic period.
KW - Flipped Learning
KW - Just-in-time teaching
KW - Peer Instruction
UR - http://www.scopus.com/inward/record.url?scp=85163403925&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-33023-0_37
DO - 10.1007/978-3-031-33023-0_37
M3 - Conference contribution
AN - SCOPUS:85163403925
SN - 9783031330223
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 395
EP - 402
BT - Learning Technologies and Systems - 21st International Conference on Web-Based Learning, ICWL 2022, and 7th International Symposium on Emerging Technologies for Education, SETE 2022, Revised Selected Papers
A2 - González-González, Carina S.
A2 - Area-Moreira, Manuel
A2 - Fernández-Manjón, Baltasar
A2 - Li, Frederick
A2 - García-Peñalvo, Francisco José
A2 - Sciarrone, Filippo
A2 - Spaniol, Marc
A2 - García-Holgado, Alicia
A2 - Hemmje, Matthias
A2 - Hao, Tianyong
Y2 - 21 November 2022 through 23 November 2022
ER -