Flipping the procedural knowledge learning–a case study of software learning

Procedural knowledge learning focuses on integrating theory with practice; however, time and pace are the main critical issues. In response, this study proposes a flipped classroom approach based on the Bandura's [1986. The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373] observational learning theory to invert the in-class instructional activities and out-of-class practice activities. Two classes with a total of 93 college students in a software learning course were chosen and compared in this empirical study. The findings suggest that the transmission of knowledge achieved via video lectures before class as students are able to internalize knowledge and the in-class practice can supplement more individual reflective learning time. Moreover, the flipped classroom approach is likely to assist and produce students’ intrinsic motivation. It is also notable that this flipped classroom approach may provide benefits to students with hearing disabilities in inclusive settings. This paper contributes some evidence for procedural knowledge learning including the details of producing the pre-class learning videos, a preliminary assessment of the approach, comparing feedback and grades from different instructional approaches. These experiences may help educators better understand the options available to them in converting a procedural knowledge class to the flipped model.