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Flipping and Blending—An Action Research Project on Improving a Functional Programming Course

Flipping and Blending—An Action Research Project on Improving a Functional Programming Course Flipping and Blending--An Action Research Project on Improving a Functional Programming Course ¨ ¨ ¨ ¨ VILLE ISOMOTTONEN and VILLE TIRRONEN, University of Jyvaskyla This article reports on an action research project on improving a functional programming course by moving toward a practical and flexible study environment--flipped and blended classroom. Teaching the topic of functional programming was found to be troublesome using a traditional lectured course format. The need to increase students' amount of practice emerged while subsequent challenges relating to students' independent practical coursework were observed. Particular concerns relating to group work, learning materials, and the attribute of flexibility were investigated during the third action research cycle. The research cycle was analyzed using a qualitative survey on students' views, teacher narrative, and students' study activity data. By this third research cycle, we found that (i) the "call for explanation" is an apt conceptualization for supporting independent work, and in particular for the design of learning materials; (ii) use of studentselected groups that can be flexibly resized or even disbanded enables spontaneous peer support and can avoid frustration about group work; and (iii) students greatly appreciate the high degree of flexibility in the course arrangements but find that http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Flipping and Blending—An Action Research Project on Improving a Functional Programming Course

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2016 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2934697
Publisher site
See Article on Publisher Site

Abstract

Flipping and Blending--An Action Research Project on Improving a Functional Programming Course ¨ ¨ ¨ ¨ VILLE ISOMOTTONEN and VILLE TIRRONEN, University of Jyvaskyla This article reports on an action research project on improving a functional programming course by moving toward a practical and flexible study environment--flipped and blended classroom. Teaching the topic of functional programming was found to be troublesome using a traditional lectured course format. The need to increase students' amount of practice emerged while subsequent challenges relating to students' independent practical coursework were observed. Particular concerns relating to group work, learning materials, and the attribute of flexibility were investigated during the third action research cycle. The research cycle was analyzed using a qualitative survey on students' views, teacher narrative, and students' study activity data. By this third research cycle, we found that (i) the "call for explanation" is an apt conceptualization for supporting independent work, and in particular for the design of learning materials; (ii) use of studentselected groups that can be flexibly resized or even disbanded enables spontaneous peer support and can avoid frustration about group work; and (iii) students greatly appreciate the high degree of flexibility in the course arrangements but find that

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Sep 29, 2016

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