Phased Classroom Instruction: A Case Study on Teaching Programming Languages

Sebastian Mader, François Bry

Abstract

This article describes a novel educational format called “phased classroom instruction” and its enabling technology specially tuned to the effective learning of formal languages in tertiary STEM education. Like flipped classroom, phased classroom instruction aims at promoting active learning. In contrast to flipped classroom, phased classroom instruction scales to large classes thanks to its associated enabling technology. The article reports on a real-life evaluation of the proposed format and of its enabling technology pointing to their effectiveness.

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Paper Citation


in Harvard Style

Mader S. and Bry F. (2019). Phased Classroom Instruction: A Case Study on Teaching Programming Languages.In Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-367-4, pages 241-251. DOI: 10.5220/0007655702410251


in Bibtex Style

@conference{csedu19,
author={Sebastian Mader and François Bry},
title={Phased Classroom Instruction: A Case Study on Teaching Programming Languages},
booktitle={Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2019},
pages={241-251},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007655702410251},
isbn={978-989-758-367-4},
}


in EndNote Style

TY - CONF

JO - Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Phased Classroom Instruction: A Case Study on Teaching Programming Languages
SN - 978-989-758-367-4
AU - Mader S.
AU - Bry F.
PY - 2019
SP - 241
EP - 251
DO - 10.5220/0007655702410251