Rule-Based Access To Learning Materials In A Flipped Class In Embedded Programming

This empirical study explores the effectiveness of the Flipped Classroom (FC) model combined with blended learning in the context of Electrotechnical Bachelor of Engineering education in a digital electronics and programming course on 2nd semester. It particularly focuses on the use of a Learning Management System (LMS) to facilitate pre-class, in-class, and post-class activities, emphasizing the role of quizzes, video materials, and slide presentations in enhancing student engagement and preparation. The research was conducted over several semesters, comparing student engagement metrics and assignment quality before and after the implementation of rule-based access to learning materials. Data were gathered from the LMS, including quiz participation rates and access to pre-class slide presentations and correlated with the quality of students’ assignment submissions.

The findings indicate a mixed impact of rule-based access on student preparation, with some improvement in quiz participation and slide access but less engagement with video materials. However, the quality of assignment submissions did not significantly correlate with the enforced pre-class activities, suggesting that motivation and engagement might be influenced by factors beyond the structured access to learning materials. The study also highlights the challenges of encouraging consistent student preparation and the potential of LMS tools to tailor the learning experience to individual needs.

The research contributes to the ongoing discussion about the flipped classroom (FC) model's effectiveness, offering insights into how digital tools and structured access rules can enhance or hinder student learning in programming courses. It calls for further investigation into the motivational factors driving student engagement in blended learning environments.