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Flipped teaching is an approach which is becoming increasingly popular. There are already various field reports and scientific findings in different educational institutions and subjects. The approach of flipped teaching also appears to be promising in the university subject of software engineering. This paper explores the question of how this approach can be evaluated in teaching areas such as software engineering in comparison to traditional eaching approaches. A long-term study is presented in which courses with flipped teaching and courses without flipped teaching are compared. In total, 11 courses were analyzed over a period of six years (N=157). The results show that flipped teaching in software engineering has great potential and is rated better by students than traditional teaching in many areas. At the same time, the study also raises questions, for example, it is not clear from the results that active involvement is higher in flipped teaching than in traditional teaching.
In this contribution we present a game-based learning concept which is based on mobile devices. It focuses a joyful stabilization of knowledge and the engagement of students using the Gamification approach and its game mechanics. Previous findings how to promote students’ motivation are adapted in the mobile context and discussed. A pre-evaluation of the prototype is described with its findings.
Lack of motivation can cause a strong discrepancy between potential and success in learning with individuals. This explains why highly skilled students show poor performance under the same dispositions while one can find averagely gifted among the best of the group. It is hardly possible to attain good achievements without motivation. We put a strong focus at this question and try to clear the role of motivation for academic learning in software engineering and elaborate on the teachers' influence on increasing the success in student learning.
In this contribution we present a game-based learning concept which is based on mobile devices. It focuses a joyful stabilization of knowledge and the engagement of students using the Gamification approach and its game mechanics. Previous findings how to promote students' motivation are adapted in the mobile context and discussed. Steps for the realization of the concept in a university are described.
The task-based language learning (TBLL) approach is used in the context of foreign language pedagogy. Since a programming language is also a language by definition, this emerges the question whether the approach can also be used for learning programming. The paper presents fundamentals of the TBLL approach and illustrates how it can be adopted for learning an object-oriented programming language. It gives suggestions for concrete specifications of a task-based programming learning (TBPL) and shows their effects on an exemplary programming task