A Flipped Classroom Approach to Teaching Empirical Software Engineering
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Contribution: This study shows that a flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: Due to the lack of longitudinal studies of the flipped classroom approach in general, and the very few such studies in software engineering education, this study contributes to both, and was conducted at an international master's program in Sweden given in English and partially replicated at a university in Africa. Intended outcomes: The intended outcome of this study was to assess the usefulness of a flipped classroom approach to teaching a software engineering topic. Application design: There are a few studies showing that a flipped classroom approach could increase student learning by providing more time for e.g., active learning in class, however, such studies are rare in the context of teaching software engineering. Findings: The results suggest that students' academic success (i.e., exam grades) but maybe not their subjective liking (i.e. student evaluations), can be enhanced by introducing a flipped classroom to teaching software engineering topics, but the effect of the change in teaching methodology did not remain when changing the teaching team.
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