Flipped data science classrooms with peer instruction and just-in-time teaching: Students’ perceptions and learning experiences

Flipped data science classrooms with peer instruction and just-in-time teaching: Students’ perceptions and learning experiences

Learning technologies and systems: 21st International Conference on Web-Based Learning, ICWL 2022, and 7th International Symposium on Emerging Technologies for Education, SETE 2022, Tenerife, Spain, November 21–23, 2022, revised selected papers

• Xie, Haoran Lingnan University
• Huang, Xinyi The Education University of Hong Kong
• Cheng, Kwok Shing The Education University of Hong Kong
• Wang, Fu Lee Hong Kong Metropolitan University
• Chong, James Chit Ming Lingnan University

• González-González, Carina S.
• Fernández-Manjón, Baltasar
• Li, Frederick
• García-Peñalvo, Francisco José
• Sciarrone, Filippo
• Spaniol, Marc
• García-Holgado, Alicia
• Area-Moreira, Manuel
• Hemmje, Matthias
• Hao, Tianyong City University of Hong Kong

Cham

Springer

2023

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Flipped Learning Peer Instruction Just-in-time Teaching

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG.

• English

Book Chapters

• 9783031330223

• 10.1007/978-3-031-33023-0_37

https://bibliography.lib.eduhk.hk/en/bibs/9371bdcd

2023-10-18