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Flipped Classroom Approaches in Computer Programming Courses in Japan

机译：日本计算机编程课程的课堂教学方法

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With the rapid development of educational computer software, flipped classrooms have become widely applied in Japanese tertiary educational settings. Through reversing the tradition approach of providing new instructions directly, pre-class online tutorials are believed to bring several effective benefits. For example, expanding students' opportunities to engage in discussions, ask instructors questions, and complete projects in collaboration with their classmates, when they would have otherwise been taking notes during class. This approach is more communicative and learner-centred in that students can take control of their own learning without dependence upon the pacing set by the instructor. Research has been widely conducted into what has come to be known as 'flipped classrooms' across various subjects internationally, although few studies have focused on its efficacy specifically with respect to computer programming. This is particularly true in Japan, where traditional teacher-centred approaches are still widely employed. This study aims to examine the effectiveness of flipped classroom approaches in an undergraduate computer programming course in Japan, with specific attention paid to students' self-reported experiences. The findings reveal an unexpectedly low appreciation of the efficacy of the approach, with the majority of students continuing to prefer in-class paper-based instruction. Students' opinions of the efficacy of pre-learning also varied widely from student to student according to their own preferences, interests, and objectives. These results provide some insight into what should be considered when incorporating these pre-learning materials into one's own flipped-learning classrooms.
机译：随着教育计算机软件的迅速发展，翻转教室已在日本的高等教育环境中得到广泛应用。通过逆转直接提供新指令的传统方法，相信课前在线教程会带来许多有效的好处。例如，在课堂上本来会记笔记的情况下，扩大学生参与讨论，向教员提问以及与同学合作完成项目的机会。这种方法更具交流性，并且以学习者为中心，因为学生可以控制自己的学习，而不必依赖讲师设置的步调。国际上已经对跨学科的“翻转教室”进行了广泛的研究，尽管很少有研究专注于其在计算机编程方面的功效。在日本尤其如此，那里仍然广泛采用传统的以教师为中心的方法。这项研究旨在研究日本大学计算机程序设计课程中翻转课堂教学法的有效性，并特别注意学生的自我报告经历。调查结果表明，这种方法的效果出乎意料地低，大多数学生继续偏爱课堂上的纸质教学。根据自己的喜好，兴趣和目标，学生对预学习效果的看法也各不相同。这些结果为将这些预学习资料纳入自己的翻转学习课堂时应考虑的事项提供了一些见识。

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