How A Flipped Learning Environment Affects Learning In A Course On Theoretical Computer Science

This paper reports initial experiences with flipping the classroom in anundergraduate computer science course as part of an overall attempt to enhancethe pedagogical support for student learning. Our findings indicate that, just asthe flipped classroom implies, a shift of focus in the learning context influencesthe way students engage with the course and their learning strategies.This paper reports initial experiences with flipping the classroom in an undergraduate computer science course as part of an overall attempt to enhance the pedagogical support for student learning. Our findings indicate that, just as the flipped classroom implies, a shift of focus in the learning context influences the way students engage with the course and their learning strategies