Flipping a Computational Modeling Class: Strategies to Engage Students and Foster Active Learning

This Work in Progress, Innovative Practice paper examines the implementation and preliminary results of a flipped classroom strategy in a computational modeling undergraduate course at a [nationality] midsize university. Previous work has discussed the potential of flipped classrooms to leverage active learning through the use of videos and other computer-based tools that encourage students to explore course content autonomously. This study explores how the tools and tactics used in the course, namely out-of-class readings and Jupyter notebooks, can be effective to engage students and foster learning. To that aim, the final study will compare the changes in perceptions and performance of two classes (Fall 2019 and Spring 2020) before and after students take the course. The perceptions part of the instrument focuses on students' self-efficacy and interest in programming. On the other hand, the performance part of the instrument asks students to explain the purpose of simple programs by examining the code. Preliminary results suggest that the flipped format implemented increases students' self-efficacy regarding programming tasks, particularly within students already interested in this computational modeling. These results align well with preliminary performance results, which suggest that the strategy implemented prompts more students to try solving the programming problems and provide explanations, yet not always complete or correct.