Abstract
This paper reports initial experiences with flipping the classroom in an undergraduate computer science course as part of an overall attempt to enhance the pedagogical support for student learning. Our findings indicate that, just as the flipped classroom implies, a shift of focus in the learning context influences the way students engage with the course and their learning strategies.
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© 2014 Springer International Publishing Switzerland
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Gnaur, D., Hüttel, H. (2014). How a Flipped Learning Environment Affects Learning in a Course on Theoretical Computer Science. In: Popescu, E., Lau, R.W.H., Pata, K., Leung, H., Laanpere, M. (eds) Advances in Web-Based Learning – ICWL 2014. ICWL 2014. Lecture Notes in Computer Science, vol 8613. Springer, Cham. https://doi.org/10.1007/978-3-319-09635-3_25
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DOI: https://doi.org/10.1007/978-3-319-09635-3_25
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-09634-6
Online ISBN: 978-3-319-09635-3
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