First steps with the flipped classroom in higher education: an analysis of student engagement in computer science courses

Abstract

This study presents the results of an exploratory, qualitative research that analyzed the initial steps of implementing the flipped classroom methodology in higher education, within an undergraduate computer science program at a private Brazilian institution. Classes were conducted online and synchronously, with a focus on practical activities during meetings and the prior consumption of diverse materials (videos, texts, podcasts) outside the classroom. Data were collected through weekly questionnaires aiming to monitor students’ engagement with the materials and understand the reasons for any lack of participation. Descriptive and inferential analyses, including the chi-square test, revealed significant differences between the two classes regarding resource consumption and the reported reasons for non-engagement. The class held on Mondays showed greater adherence, whereas the Friday class had a higher rate of students reporting lack of time. The experience revealed the potential of the methodology, such as increased personalization and active engagement, while also highlighting challenges like the influence of contextual factors and the absence of automated mechanisms for tracking engagement. It is concluded that the flipped classroom is a viable approach but requires careful planning adapted to the specific needs of the students.