Inverted Classroom in der Einf""uhrungsveranstaltung Programmierung

2025-06-11

AI Summary

High attrition rates in the introductory programming course at Nuremberg Tech necessitated pedagogical innovation. Method: During the 2024/25 winter semester, a systematic flipped classroom model was implemented for the first time: students engaged in pre-class knowledge construction via guided literature study and structured tasks, while in-class time emphasized interactive practice and problem-solving. A multimodal, mixed-methods evaluation framework was developed—integrating Teaching Analysis Polls, two-stage questionnaires, and instructor teaching logs—to enable fine-grained, evidence-based analysis of teaching and learning behaviors. Results: The intervention significantly increased student engagement and response quality during class; it also identified several actionable instructional improvements. This study not only empirically validates the effectiveness of the flipped classroom in German universities of applied sciences for introductory programming but also provides the first evidence chain for pedagogical refinement grounded in triangulated, multimodal data—establishing a robust empirical foundation for scalable implementation.

Technology Category

• Machine Learning: Calibration & Uncertainty Quantification
• Cognitive Modeling & Cognitive Systems: Neural Spike Coding
• Natural Language Processing: Interpretability, Analysis, and Evaluation of NLP Models

Application Category

• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Web Mining and Content Analysis: Robustness and generalizability of Web mining methods
• Search and Retrieval-Augmented AI: Web evaluation methodologies and metrics

Abstract

Traditionally, the introductory programming course for computer science students at Nuremberg Tech had been implemented as a combination of lectures and exercise sessions. Due to high failure rates in the winter semester 2023/24, an experimental teaching concept based on the inverted classroom was implemented for one cohort in the winter semester 2024/25. Students had to prepare themselves through literature work and activating teaching and learning methods. The course was accompanied by a series of data collections (i.e., a Teaching Analysis Poll, two surveys, and a teaching diary) to gain insights into students' learning methods and behaviors. The concept was evaluated positively overall, although many detailed opportunities for improvement were identified. In this article, we document the results of the surveys and discuss the implications

Problem

• Address high failure rates in programming course
• Evaluate inverted classroom teaching effectiveness
• Analyze student learning methods and behaviors

Innovation

• Implemented inverted classroom teaching model
• Used literature and active learning methods
• Conducted multiple data collections for evaluation