Empowering Future Engineers: Unveiling Personalized Flipped
Classrooms in Basic Programming Education
I
˜
nigo Aldalur
2,1 a
, Urtzi Markiegi
1 b
and Xabier Sagarna
1
1
Electronics and Computing Department, Mondragon Unibertsitatea, Arrasate-Mondragon, Spain
2
Computer Languages and Systems Department, University of the Basque Country (UPV/EHU), San Sebastian, Spain
Keywords:
Computer Engineering Education, Flipped Classroom, Personalized Learning, Programming.
Abstract:
In the evolving educational landscape of the 21st century, innovative pedagogical methods like the Flipped
Classroom (FC) and Personalized Learning (PL) have increased renown. The FC methodology revolutionizes
traditional teaching by moving initial concept exposure outside the classroom, allowing in-class time for in-
teractive and practical activities. This approach increases a dynamic learning environment, enhancing critical
thinking, problem-solving, and collaboration skills. Successful FC implementation involves comprehensive
educational experiences utilizing digital resources and active classroom interactions. PL adapts teaching to in-
dividual student needs, recognizing diverse learning speeds and cognitive styles. By leveraging technology, PL
provides customized educational experiences that increase learner autonomy and motivation, leading to deeper
understanding and engagement. A case study on teaching C programming using a Personalized Flipped Class-
room (PFC) approach illustrates the practical application of these methodologies. The course design includes
structured planning, multimedia resources, and continuous evaluation, promoting effective learning. Students
engage with instructional videos and practical exercises, promoting autonomy and active participation. The
course covers fundamental programming concepts, with a thematic progression that balances foundational un-
derstanding and advanced topics. Despite challenges like increased workload and digital competency gaps,
the PFC approach demonstrates significant potential in enhancing student performance and skill development.
1 INTRODUCTION
In the changing educational landscape of the 21st
century, the constant search for innovative pedagog-
ical methods that maximize student learning and en-
gagement has led to the evolution of disruptive ap-
proaches. One of the educational paradigms that has
gained prominence is the Flipped Classroom (FC), a
methodology that challenges traditional conventions
by shifting the dynamic between classroom instruc-
tion and time spent on independent work (Abeysekera
and Dawson, 2015).
FC represents a revolutionary methodology on
conventional teaching by moving the initial exposure
to concepts outside the classroom. Instead of receiv-
ing crucial information during class time, students are
immersed in the material in advance, using a variety
of multimedia resources and interactive tools to ac-
quire knowledge prior to the in-person session with
the educator. This strategic variation allows in-class
a
https://orcid.org/0000-0003-4840-8884
b
https://orcid.org/0000-0003-0897-6190
time to be devoted to activities that are more inter-
active, collaborative and focused on the practical ap-
plication of learned concepts (DeLozier and Rhodes,
2017).
The essence of FC lies in the creation of a dy-
namic, participatory learning environment. The the-
ory behind this approach is based on the premise that
learners can benefit significantly from having a first
contact with information in a self-directed environ-
ment (Yildirim and Kiray, 2016). This approach not
only targets knowledge acquisition, but also focuses
on the development of critical thinking, problem-
solving and collaboration skills, crucial elements in
the holistic formation of students.
Successful implementation of FC goes beyond
simply providing pre-study material. It is about
designing a comprehensive educational experience
that takes full advantage of digital resources, digital
learning platforms and classroom interactions (Sointu
et al., 2023). Educators play a key role in creating en-
gaging resources and facilitating meaningful discus-
sions that make the most of class time.
678
Aldalur, I., Markiegi, U. and Sagarna, X.
Empowering Future Engineers: Unveiling Personalized Flipped Classrooms in Basic Programming Education.
DOI: 10.5220/0013258200003932
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 2, pages 678-685
ISBN: 978-989-758-746-7; ISSN: 2184-5026
Proceedings Copyright © 2025 by SCITEPRESS Science and Technology Publications, Lda.
As FC becomes ingrained in educational prac-
tices, reports of substantial benefits emerge in a va-
riety of educational contexts (Akc¸ayır and Akc¸ayır,
2018). Students report higher levels of engagement,
deeper understanding of concepts, and greater au-
tonomy in their learning process. In addition, edu-
cators find opportunities for instructional differenti-
ation, personalized feedback, and greater connection
with students. Among the reasons for using FC are
that it improves student engagement and motivation,
enables flexible learning, or enhances student auton-
omy (Akc¸ayır and Akc¸ayır, 2018).
However, the adoption of FC is not without its
challenges. From initial resistance to the need for
equitable access to technological resources. In addi-
tion, it is noted that some students show up to classes
with limited preparation. Likewise, the adoption of
FC leads to an increased workload for both lecturers
and students, and there is evidence of a lack of dig-
ital competencies among both lecturers and students
(Ormiston et al., 2022). However, overcoming these
challenges can lead to significant rewards in terms of
improved student performance and the development
of essential skills.
On the other hand, Personalized Learning (PL)
represents a fundamental evolution in education. Per-
sonalization refers to ”a lecturer’s relationships with
students and their families and the use of multiple
instructional modes to scaffold each student’s learn-
ing and enhance the student’s motivation to learn and
metacognitive, social, and emotional competencies to
foster self-direction and achieve mastery of knowl-
edge and skills” (Redding, 2013). PL is oriented
towards the adaptation of teaching to the individual
needs of each student. This approach revolutionizes
the educational paradigm by recognizing and address-
ing the different learning speeds, cognitive styles and
preferences of students. By focusing on personaliza-
tion, learning becomes more flexible, allowing edu-
cators to design educational experiences that are tai-
lored to each student’s specific strengths and chal-
lenges. Technology plays a crucial role in facilitat-
ing this personalization, providing interactive tools,
adaptive assessments, and multimedia resources that
align with individual learning goals (Shemshack and
Spector, 2020). This approach not only boosts learner
autonomy and motivation, but also raises deeper and
more enduring understanding by directly addressing
each individual’s unique needs. Ultimately, PL not
only redefines the way education is delivered, but also
stands as a catalyst for forming a community of au-
tonomous and engaged learners.
In this context, this paper presents the Personal-
ized Flipped Classroom (PFC) experience for the 2
degrees in energy and eco technology of our univer-
sity in the 1st course for the subject of basic program-
ming. The reception of this experience has been qual-
itatively measured, answering the following research
questions:
RQ1: How do students perceive the overall effec-
tiveness of the PFC modality compared to the tra-
ditional teaching model?
RQ2: How do students’ learning preferences in-
fluence the acceptance and usefulness of audiovi-
sual resources in PFC?
RQ3: How do students perceive the distribution of
time between homework and classroom activities
in the PFC model?
RQ4: How do students feel about the flexibility
and autonomy provided by self-paced learning in
PFC?
RQ5: How do students perceive the effectiveness
of consolidating and applying knowledge in the
PFC model?
2 RELATED WORK
In recent years, PFC has emerged as a promising
methodology for improving student learning. The
benefits of PFC include tailored pacing for individ-
ual student needs, allowing for pause, reflection, and
review. Lecturers can utilize their expertise more ef-
fectively, providing targeted practice based on stu-
dent assessments. Increased class time enables more
personalized interactions, fostering relationships and
understanding of students’ strengths and weaknesses.
Additionally, extended class periods facilitate active
student engagement and explicit teaching of essential
skills like critical thinking and collaboration (Sota,
2016). PFC combines elements of traditional FC,
in which students watch educational videos at home,
with a personalization of learning that caters for the
individual needs of each student. For example, Sein
et al. (Sein-Echaluce et al., 2022) developed and
implemented a PFC model that consists of personal-
ized homework at home. The model allows students
to learn lessons and perform micro-activities accord-
ing to their level of knowledge and readiness. The
model is designed by establishing groups of students
according to their level of knowledge and, in this way,
personalized activities are designed for each group,
which are carried out cooperatively. The results of
the experience show an improvement in student per-
formance as a result of the customized activities de-
signed. In another study, Matsui et al. (Matsui and
Empowering Future Engineers: Unveiling Personalized Flipped Classrooms in Basic Programming Education
679
Ahern, 2017) examined how and why certain tasks
were performed by students in an PFC curriculum. In
this curriculum, before attending class, students had
the choice of watching a video in Japanese, one in
English, and/or reading the textbook to learn gram-
mar points through Google Forms. The findings show
a tendency for the most successful students to choose
Japanese videos and/or textbooks, while the least suc-
cessful students choose English videos and/or text-
books. The findings also show the need for improve-
ment to provide more classroom learning opportuni-
ties and effective use of class time for higher achiev-
ing students.
In other PFC cases, new technologies such as Arti-
ficial Intelligence (AI) or cell phones have been used.
Huang et al. (Huang et al., 2023) applied AI-enabled
personalized video recommendations to stimulate stu-
dents’ motivation and learning engagement during a
programming course. They assigned students to con-
trol and experimental groups comprising 59 and 43
undergraduates, respectively. Students in both groups
received FC instruction, but only those in the experi-
mental group received AI-enabled personalized video
recommendations. They quantitatively measured stu-
dent engagement based on their learning profiles in
a learning management system. The results revealed
that AI-enabled personalized video recommendations
could significantly improve the learning performance
and engagement of students with a moderate level of
motivation. Chaipidech et al. (Chaipidech and Sri-
sawasdi, 2018) developed a prior knowledge-based
PFC approach. Students were provided with a video
related to a concept to explore a phenomenon and a
research question. The effects of the developed ap-
proach with mobile technology on students’ physics
educational performance and motivation were inves-
tigated. It was found that students significantly out-
performed the subject compared to other approaches,
and their intrinsic scientific motivation was positive.
Taken together, these studies suggest that PFC can
be an effective tool for improving student learning.
PFC has the potential to personalize learning to ad-
dress the individual needs of each student, which can
lead to greater engagement and performance.
3 CASE STUDY
In this case study, we explore the implementation of a
PFC experience-centered approach to teaching C pro-
gramming. This pedagogical approach is character-
ized by the inversion of traditional learning dynam-
ics, introducing fundamental concepts through struc-
tured planning and making strategic use of multime-
dia resources with the objective of enhancing stu-
dents’ comprehension and retention of information.
The methodology is broken down into several stages
and focuses intensively on active interaction in the
classroom, as well as on continuous evaluation, thus
creating an environment conducive to effective and
meaningful learning.
At the beginning of the course, students are pro-
vided with a detailed plan that not only outlines the
topics to be addressed each week, but also includes
practical exercises and instructional videos for review.
This initial phase also establishes the key dates for
the three exams scheduled throughout the course, thus
providing a clear and organized structure for the aca-
demic development of the participants.
The course syllabus includes the following topics:
Introduction to programming.
Basic concepts, including conditional structures
(if), loops (for, while, do-while), and switch.
Functions.
Arrays.
Strings.
This thematic progression is distributed over sev-
eral weeks, allocating 5 weeks to the basic concepts
and 9 weeks to explore in detail the rest of the more
advanced topics (3 weeks for each topic). For the
development of the methodology, 46 videos grouped
into 5 topics have been developed with an average
duration of 4:51 minutes per video. This approach
seeks to establish an optimal balance between the un-
derstanding of the fundamentals and the progressive
immersion in more complex concepts.
The teaching methodology of the course is orga-
nized in blocks of 2 weeks per subject. During the
first week, students are immersed in watching videos,
while in the second week they engage in hands-on
practice. This cycle is repeated periodically, as each
week kicks off a new topic, and the practice phases of
the current topic overlap with the viewing of videos
from the next topic. On the first day of class, all stu-
dents complete an in-class test that assesses the most
basic concepts. Depending on the results, a detailed
explanation is provided to ensure understanding or
progress is made considering that students have as-
similated the concepts through the videos.
During the course of the classes, students are ac-
tively involved in practical exercises, and each week
they are assigned a series of recommended exercises.
These exercises are designed for students to approach
at their own pace, giving them the flexibility to com-
plete them according to their preferences and pace.
Those who are unable to complete the assignments in
the classroom take responsibility for completing them
CSEDU 2025 - 17th International Conference on Computer Supported Education
680
at home, thus promoting autonomy in learning. Lec-
turers remain available to answer questions and clar-
ify doubts both during and outside of class. In ad-
dition, a collaborative environment is fostered where
general concerns are addressed for the benefit of the
entire class. It is important to note that, in order to en-
sure a solid understanding, students are strongly en-
couraged to complete all the proposed exercises, as
lecturers believe this will ensure a sufficient level to
pass the next exam.
The submission of assignments is done through
the Moodle platform, allowing students to complete
and submit their exercises until midnight on Sunday.
In addition, a Quizizz quiz with more complex con-
cepts is provided at the beginning of the week and
must also be completed within the same time frame.
To complete the quiz, the student has an extended
period of time. This approach not only reinforces
student responsibility in meeting defined deadlines,
but also identifies general conceptual errors to be ad-
dressed in the following week.
The lecturers (one for the energy degree and one
for the eco technology degree) carry out a selective
review of the exercises submitted by the students, pro-
viding specific and personalized feedback to enhance
personalized learning. In addition to the resources
provided, students have access to additional videos
from the beginning of each topic to assist in solv-
ing exercises. This approach offers a unique flex-
ibility, as students have the power to decide when
and if they wish to view these audiovisual resources.
These videos address exercises other than those cov-
ered in class, guiding students through the formula-
tion of solutions, the writing of pseudocode and, fi-
nally, the implementation in C code. By providing
these options, students are given additional perspec-
tives to strengthen their understanding, allowing them
to customize their learning process according to their
preferences and pace.
At the end of each block of topics, students take
an exam. The first exam tests their mastery of each
of the basic concepts. The second exam focuses on
functions and arrays, while the third exam focuses
on assessing knowledge of strings. Those students
who do not pass have the opportunity to take a resit
exam. This comprehensive methodological approach
not only allows for effective teaching of C program-
ming, but also ensures that students understand and
apply the concepts in a solid way, demonstrating their
knowledge through periodic exams.
This case study highlights the importance of struc-
tured planning, strategic use of multimedia resources,
and implementation of continuous assessments in
teaching C programming under the PFC framework.
The combination of these elements not only promotes
effective learning, but also empowers students to ap-
ply their knowledge practically in software develop-
ment.
4 RESULTS
In this section, the students’ perception of the experi-
ence is examined. It includes the survey conducted to
obtain the opinion of the participants, followed by a
detailed analysis of each of the research questions.
We conducted an anonymous survey addressed to
the 47 students (32 in the energy degree and 15 in
the eco technology degree) who participated in this
initiative, in order to gather their opinions on the im-
plementation of the PFC teaching model.
At the conclusion of the semester, before the third
exam, we asked students to complete a survey for the
basic programming course via Google Forms. The
questions, detailed in Table 1, were formulated fol-
lowing the approach used by (Johnson, 2013), and
responses were compiled using a 1-5 Likert scale to
evaluate different aspects of the experience. The re-
sults are shown in Table 1.
The following subsections will address the re-
search questions related to the student body based on
the information collected in this survey.
4.1 RQ1: How Do Students Perceive the
Overall Effectiveness of the PFC
Modality Compared to the
Traditional Teaching Model?
Detailed evaluation of students’ perceptions of the ef-
fectiveness of the PFC modality reveals a generally
positive trend toward this innovative approach. In the
initial question (Q1), which inquires about the attrac-
tiveness of PFC compared to traditional teaching, an
equitable distribution is observed between neutral and
positive answers, highlighting the diversity of opin-
ions. However, the median suggests a slight inclina-
tion toward the affirmative answer (A), indicating that
a significant segment of students finds PFC more at-
tractive.
A notable aspect arises when considering stu-
dents’ willingness to recommend PFC to their friends
(Q2). Here, the results are stronger, with the major-
ity of participants leaning toward positive responses.
The median and mode, both in category A (agree), re-
inforce the general perception that students not only
find this modality attractive, but also consider it wor-
thy of recommendation to their peers.
Empowering Future Engineers: Unveiling Personalized Flipped Classrooms in Basic Programming Education
681
Table 1: Questionnaire results (Strongly Disagree, SD; Disagree, D; Neither agree nor disagree, N; Agree, A; Strongly Agree,
SA).
Questions Frequencies Descriptive Statistics St. Dv.
SD D N A SA Median Mode
Q1: The Flipped Classroom is more engaging than
traditional classroom instruction
2 2 17 16 10 A N 1,01
Q2: I would recommend the Personalized Flipped
Classroom to a friend
4 3 9 20 11 A A 1,16
Q3: The Personalized Flipped Classroom gives me
greater opportunities to communicate with other
students
1 5 18 15 8 N N 0,97
Q4: I like watching the lessons on video 5 12 11 15 4 N A 1,17
Q5: I would rather have the entire class moving at
the same pace in the course
4 10 11 12 10 N A 1,26
Q6: I am spending less time working on traditional
programming homework
1 9 14 10 13 N N 1,16
Q7: Social Media (YouTube, Twitter, Facebook) are
an important part in my learning
8 14 8 14 3 N A 1,23
Q8: I regularly watch the video assignment 1 3 6 13 24 MA MA 1,03
Q9: I like that I can take my quizzes at my own pace 1 1 13 20 12 A A 0,9
Q10: I like taking my tests and quizzes online using
Quizzizz
3 3 8 19 14 A A 1,13
Q11: I would rather watch a video lesson than a
traditional teacher lesson
3 8 13 15 8 N A 1,15
Q12: I feel that mastery learning has improved my
programming understanding
4 7 16 11 9 N N 1,19
Q13: I like self pacing myself through the course 1 6 14 13 13 A N 1,09
Q14: I find it easy to pace myself successfully
through the course
5 13 13 13 3 N A 1,12
Q15: The Personalized Flipped Classroom gives me
more class time to practice programming
1 4 5 12 25 MA MA 1,07
Q16: I am more motivated to learn programming in
the Personalized Flipped Classroom
2 5 16 18 6 A A 0,99
Q17: The Personalized Flipped Classroom has im-
proved my learning of programming
4 4 9 18 12 A A 1,2
Regarding communication opportunities (Q3), the
results suggest that students have more varied opin-
ions. While some value PFC for offering more oppor-
tunities for interaction, others do not perceive a sig-
nificant change in this aspect. The median and mode
in the N category (neither agree nor disagree) indicate
a lack of consensus on this particular dimension.
Consistency in viewing video assignments (Q8)
appears to be a strength of the PFC, as most stu-
dents report regularly viewing the audiovisual mate-
rials provided. Here, the median and mode, both in
the MA (strongly agree) category, highlight the effec-
tiveness of this key component of the modality.
Motivation to learn to program with PFC (Q16)
shows a clear positive bias, with the majority of stu-
dents expressing an increase in their motivation. The
median and mode in category A (agree) support the
idea that this methodology can promote the enthusi-
asm and engagement among students in the area of
programming.
Finally, in relation to the improvement of pro-
gramming learning (Q17), the results indicate a gen-
eral positive perception, although with some variabil-
ity. The median and mode in category A (agree) sug-
gest that, overall, students experience improvements
in their learning thanks to PFC.
In summary, detailed evaluation of student re-
sponses highlights PFC as a generally well-received
modality, with evident strengths in areas such as at-
tractiveness, recommendation to peers, consistency in
viewing audiovisual material, and motivation. How-
ever, it is crucial to recognize areas of diversity of
opinion, especially in terms of communication oppor-
tunities, to guide future research and refine the imple-
mentation of the PFC.
CSEDU 2025 - 17th International Conference on Computer Supported Education
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4.2 RQ2: How Do Students’ Learning
Preferences Influence the
Acceptance and Usefulness of
Audiovisual Resources in PFC?
Evaluation of the collected data provides insight into
the interaction between individual preferences and the
perceived effectiveness of PFC. In particular, the an-
swers to specific questions (Q4, Q7 and Q11) related
to attitudes towards audiovisual resources shed light
on learning preferences.
Question Q4, which directly addresses the prefer-
ence for watching video lessons, reveals a diversity of
opinions. Although response category A (agree) has a
considerable number of participants, a significant pro-
portion of responses is also observed in category D
(disagree). The median and mode in the N category
(neither agree nor disagree) indicate a lack of general
consensus on the preference for video lessons.
In contrast to this, the importance of social net-
works in learning (Q7) presents a similar trend. Al-
though some responses are distributed between cate-
gories D (disagree) and A (agree), the majority of par-
ticipants lean towards not accepting social networks
as an integral part of their learning process.
Finally, the preference for viewing video lessons
compared to traditional lecturer-led lessons (Q11)
highlights a general positive inclination towards au-
diovisual resources. Category A (agree) obtains sub-
stantial representation, indicating a clear preference
for the video format. The median in category N sug-
gests, however, that there is still a significant portion
of students who do not present a pronounced prefer-
ence.
Taken together, the lack of consensus in some ar-
eas highlights the need to adapt pedagogical strategies
to accommodate diverse learning preferences and op-
timize the effectiveness of this innovative modality.
4.3 RQ3: How Do Students Perceive the
Distribution of Time Between
Homework and Classroom
Activities in the PFC Model?
The evaluation of the responses provides important
information about the time management in this edu-
cational approach. The answers to the specific ques-
tions (Q6 and Q15) highlight the students’ perception
of the balance between autonomous work and class-
room activities within the context of PFC.
Regarding the time spent doing programming
homework at home (Q6), the results reveal a diver-
sity of opinions. While the D (disagree) and N (nei-
ther agree nor disagree) categories obtain significant
representation, it is important to note that the mode
and median are placed in the N category. Due also to
high value in A (agree) and SA (strongly agree) cate-
gories, this suggests a lack of clear consensus, where
some students perceive that they spend less time on
programming homework at home, while others do not
observe a substantial change.
In contrast, the perception of providing more
classroom time to practice programming (Q15) shows
a more positive trend. The overwhelming majority
of participants select the A (agree) and MA (strongly
agree) categories, indicating that students perceive
that PFC provides them with more classroom time for
programming practice. The median and mode in the
MA category support this generalized perception.
Taken together, these results suggest that PFC
variably impacts the distribution of time between
homework and classroom activities, depending on in-
dividual student perceptions. While some may experi-
ence a reduction in time spent on homework at home,
most value the opportunity to spend additional time
in class, highlighting the potential flexibility and effi-
ciency of this educational model. It is crucial to take
these perceptions into account when considering the
implementation and adjustment of PFC strategies to
optimize the learning experience.
4.4 RQ4: How Do Students Feel About
the Flexibility and Autonomy
Provided by Self-Paced Learning in
PFC?
The evaluation reveals different perceptions of auton-
omy and flexibility in this educational model. The
specific results of the questions (Q5, Q9, Q13 and
Q14) provide a comprehensive view of the students’
response to the adaptability of the pace of learning in
PFC.
The preference for moving at the same rhythm
throughout the class (Q5) shows a variety of opinions,
with an equal distribution between the categories D
(disagree), N (neither agree nor disagree) A (agree),
and MA (strongly agree). These results together with
the median in the N category suggest a lack of clear
consensus on the preference for a uniform pace, high-
lighting the diversity of opinions on this specific as-
pect. In addition, the result in standard deviation is
the highest of all questions.
Regarding the possibility of doing questionnaires
at one’s own pace (Q9), the results are more definite,
with the majority of participants expressing a clear
preference for this flexibility. The high representa-
Empowering Future Engineers: Unveiling Personalized Flipped Classrooms in Basic Programming Education
683
tion in the A (agree) and MA (strongly agree) cat-
egories, together with a median and mode in the A
category, reinforces the positive perception of the au-
tonomy provided by PFC.
The preference for following one’s own pace dur-
ing the course (Q13) presents a similar distribution,
with a positive inclination toward autonomy. The me-
dian and mode in category A indicate that many stu-
dents value the ability to adapt the pace of learning
according to their individual needs.
However, the perceived ease of keeping up with
the course (Q14) shows considerable variability.
While some students find it easy to take the courses,
others show disagreement. The median and mode in
the N category (neither agree nor disagree) suggest a
lack of clear consensus on this specific aspect.
In summary, the data reveal a generally positive
perception of flexibility and autonomy in PFC, espe-
cially in terms of taking questionnaires at one’s own
pace and following one’s own pace during the course.
However, the diversity of opinions on even pacing
and perceived ease to take the courses highlights the
need to consider individual preferences when design-
ing and implementing PFC strategies.
4.5 RQ5: How Do Students Perceive the
Effectiveness of Consolidating and
Applying Knowledge in the PFC
Model?
The evaluation of students’ perception of effective-
ness in consolidating and applying knowledge in the
PFC model, according to the research question, is
based on the specific data collected through questions
Q10 and Q12.
First, the preference for taking online quizzes us-
ing Quizizz (Q10) reveals a mostly positive response.
The dominant presence of responses in the A (agree)
and MA (strongly agree) categories, along with a me-
dian and mode in the A category, suggests that stu-
dents find significant benefits in using online plat-
forms to assess their understanding. This positive
perception indicates that these tools can be effective
in consolidating and assessing knowledge acquired in
the PFC model.
Regarding the belief that PFC has improved their
understanding of programming (Q12), the results in-
dicate a mixed perception. Although a significant pro-
portion of responses fall into the N categories (neither
agree nor disagree), a good portion of students agree.
The median and mode in the N category suggest a
lack of clear consensus. This highlights the need to
further explore the factors that influence the percep-
tion of improvement in programming understanding
within the context of PFC.
In summary, the data suggest that online quizzing
platforms are perceived to be effective in consolidat-
ing knowledge, as positively perceived by students.
However, improved understanding of programming
within PFC shows significant variability in responses,
pointing to the importance of addressing specific fac-
tors that may influence this perception and optimizing
the effectiveness of the modality.
5 CONCLUSIONS AND FUTURE
LINES
This study presents a successful implementation of
PFC in the basic programming course in energy and
eco technologies. The methodology adopted involves
careful planning, ranging from the delivery of a de-
tailed plan at the beginning of the course to the strate-
gic scheduling of exams throughout the semester. The
thematic progression, focusing on fundamental and
advanced C programming concepts, is distributed in
a balanced manner throughout the weeks, encourag-
ing a solid and progressive understanding. The com-
bination of video teaching material, practical in-class
exercises and the flexibility to complete assignments
at home reinforce student autonomy and adaptability.
Regarding the general perception of PFC com-
pared to the traditional teaching model, the results
indicate a positive trend, with students finding this
modality attractive and recommendable. In addition,
the consistency in viewing the audiovisual resources
provided stands out, suggesting that videos play an
effective role in the learning process. The relation-
ship between learning preferences and the acceptance
of audiovisual resources in PFC reveals a diversity of
opinions, highlighting the need to adapt pedagogical
strategies to accommodate these individual variations.
Regarding the distribution of time between work at
home and classroom activities, students show diverse
opinions, noting that some may perceive a reduction
in the time devoted to homework at home, while most
value the additional opportunity in class. On the flex-
ibility and autonomy provided by self-paced learning
in PFC, the results suggest an overall positive percep-
tion, albeit with some areas of diversity of opinion,
especially in terms of preference for a uniform pace
and ease to take the courses. In relation to the effec-
tiveness in consolidating and applying knowledge in
the PFC model, a positive perception is observed on
the use of virtual platforms for questionnaires, while
the improvement in the understanding of program-
ming within PFC shows the need to explore specific
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factors that influence this perception.
In the future, a key area for future research could
focus on addressing the diversity of opinions on the
preference for a uniform pace of learning and the per-
ceived ease of keeping up with the pace of the course.
Further analysis to understand the reasons behind the
varied responses in these categories would be bene-
ficial. This could include exploring specific support
strategies for students who prefer a more rhythm, and
identifying possible barriers that might affect the per-
ceived ease to take the courses. In addition, future
research should address additional methods to opti-
mize flexibility and autonomy in self-paced learning,
seeking solutions that accommodate diverse student
preferences and enhance the overall PFC experience.
It is also crucial to recognize the reasons for the lack
of communication opportunities among students to
guide future research and refine PFC implementation.
On the other hand, we consider it important to per-
form a detailed cost-benefit analysis of the implemen-
tation of PFC, considering aspects such as the initial
investment in technological resources, the time dedi-
cated by lecturers and the academic results achieved.
In addition, we wish to apply and evaluate PFC in
other academic disciplines to determine its effective-
ness and feasibility in fields other than programming,
which could provide valuable information on the ver-
satility of this approach.
ACKNOWLEDGEMENTS
This work was carried out by the Software and
Systems Engineering research group of Mondragon
Unibertsitatea (IT519-22), supported by the Depart-
ment of Education, Universities and Research of the
Basque Government.
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