2025 ASEE Annual Conference & Exposition

Unleashing Video Benefits: Student Perceptions in a Flipped Programming Course

Presented at Computing and Information Technology Division (CIT) Technical Session 3

More STEM courses are transitioning from traditional to flipped classroom models due to their emphasis on student-centered learning. In this approach, students are expected to prepare certain course materials before each lecture. While this model has several advantages for student learning outcomes, various factors can influence its effectiveness. Key factors include what materials students study before class, how they are presented, and their quality. Students may lose interest in the preparation component if the materials are not engaging, clear, or relevant, leading to dropouts or lower academic outcomes.

Among various methods for conveying this material, recorded videos by instructors are often a preferred resource for students. However, not all videos can be designed similarly; some are intended for topic descriptions, while others instruct techniques using practical examples. Given the crucial role these videos play in student learning and outcomes, it is important to understand students' perceptions of the benefits of video materials in a flipped classroom setting.

In this paper, we present a case study of a flipped programming course where students were introduced to two types of videos: 1) concept videos in which the instructor explains programming concepts and 2) coding videos that feature the instructor demonstrating these concepts through live coding examples. Given the importance of student feedback on the materials, this paper aims to address the following research question: What are students' perspectives on the two types of videos used in the programming course?

We collected data from 43 undergraduate students for 7 weeks to address the research questions. Participants completed a short perception survey of 7 questions: 5 Likert scale items and 2 open-ended questions. The Likert scale items assessed student feedback on the videos' clarity, relevance, usefulness, engagement, and learning effectiveness. The open-ended questions captured students' perspectives on what they liked or disliked about the videos. Each student voluntarily answered the perception survey weekly after watching the two videos.

Using a multi-method approach, we analyzed the data with the Wilcoxon signed-rank test for related samples for the Likert scale questions. At the same time, the open-ended responses were examined for themes related to students' likes and dislikes. The results offer valuable insights for programming courses, highlighting key factors that instructors should consider when designing future materials. Moreover, the results highlighted the videos that the instructor may revisit to improve the course’s continuums.

Authors

Kwansun Cho University of Florida [biography]

Kwansun Cho is an Instructional Assistant Professor of the Department of Engineering Education, in the UF Herbert Wertheim College of Engineering. She has been teaching introductory computer programming courses for engineers. She holds two Masters’ degrees in Electrical and Computer Engineering from the University of Florida and Yonsei University, specializing in speech signal processing. Her educational research interests include improved flipped classroom teaching/learning for students, and computer- or web-assisted personalized learning.
Umer Farooq Texas A&M University [biography]

Umer Farooq is a Ph.D. student in the Multidisciplinary Engineering Department at Texas A&M University, with a focus on Engineering Education. Umer is part of the Learning Enhancement and Applications Development Lab (LEAD Lab). Umer contributes to research initiatives centered on educational, instructional, and workforce development in the manufacturing sector. His efforts align with the mission of the Texas A&M University Gulf Coast Center of Excellence (GCCoE), where he collaborates on projects aimed at enhancing learning experiences for students, trainees, and professionals.
Minje Bang Texas A&M University [biography]

Minie Bang is a graduate student at Texas A&M University enrolled in a Master’s Degree program for Interdisciplinary Engineering.
Dr. Saira Anwar http://orcid.org/https://0000-0001-6947-3226 Texas A&M University [biography]

Saira Anwar is an Assistant Professor at the Department of Multidisciplinary Engineering, Texas A and M University, College Station. She received her Ph.D. in Engineering Education from the School of Engineering Education, Purdue University, USA. The Department of Energy, National Science Foundation, and industry sponsors fund her research. Her research potential and the implication of her work are recognized through national and international awards, including the 2023 NSTA/NARST Research Worth Reading award for her publication in the Journal of Research in Science Teaching, 2023 New Faculty Fellow award by IEEE ASEE Frontiers in Education Conference, 2022 Apprentice Faculty Grant award by the ERM Division, ASEE, and 2020 outstanding researcher award by the School of Engineering Education, Purdue University. Dr. Anwar has over 20 years of teaching experience at various national and international universities, including the Texas A and M University - USA, University of Florida - USA, and Forman Christian College University - Pakistan. She also received outstanding teacher awards in 2013 and 2006. Also, she received the "President of Pakistan Merit and Talent Scholarship" for her undergraduate studies.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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