Investigating the effects of a programming course using flipped learning

Po Sheng Chiu, Hua Xu Zhong, Chin Feng Lai

Research output: Contribution to journalArticlepeer-review


In recent years, flipping classrooms has become a popular topic of discussion. However, few previous studies have focused on the effect of the flow experience on programming self-efficacy. To address this gap, the present researchers developed a model that included six research hypotheses. The study applied a flipped classroom model to a programming course in order to examine the relationship between self-efficacy, flow experience, and learning performance in a flipped programming course. The research model was empirically examined using a survey to collect data from 46 college students in Taiwan. Programming courses were conducted for 180 minutes once a week, with six weeks of total teaching time. The findings of this study indicate that there is a positive relationship between programming self-efficacy and enjoyment, engagement, and flow control. The study also revealed that certain important implications and factors to improve the design and delivery of such courses.

Original languageEnglish
JournalInnovations in Education and Teaching International
Publication statusAccepted/In press - 2022

All Science Journal Classification (ASJC) codes

  • Education


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