Inverted Classroom in der Einf\"uhrungsveranstaltung Programmierung

TL;DR

This paper explores the implementation of an inverted classroom approach in an introductory programming course at Nuremberg Tech, analyzing its effects on student learning and engagement through various data collection methods.

Contribution

It introduces an experimental inverted classroom model for a programming course and evaluates its impact using surveys, polls, and teaching diaries.

Findings

Overall positive evaluation of the inverted classroom approach

Identification of specific areas for improvement in teaching methods

Insights into students' learning behaviors and preferences

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.