Evolution in Student Perceptions of a Flipped Classroom in a Computer Programming Course

by: Casey E. Davenport

In this article the “flipped classroom” pedagogical approach is used for a combined undergraduate and graduate computer programming course in meteorology. Details of how the course was flipped are discussed, as well as how student perceptions of the approach, which were gathered from qualitative feedback collected throughout the semester, evolved.

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Type Journal ArticlePub Date 3/1/2018Volume 047Issue 04

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