Flipping introductory programming class: potentials, challenges, and research gaps

Abstract

This paper discusses the suitability of adopting flipped classroom model as instructional method to teach introductory computer programming courses at higher education. It explores how the potentials of this model can be used to address the reasons of difficulties of learning computer programming. However, adopting flipped classroom has some challenges, so the paper reviews these challenges in order to be considered when planning to implement this model. Finally, the paper presents some research gaps that need to be investigated in order to improve the practice of this model and to avoid any disadvantages when implementing this model in computer programming courses.