Enhancing Web Development Education in Higher Education: A

Comparison of Traditional and Flipped Classroom Models

Patrizia Sailer

1,2 a

Department of Information Technology, University of Applied Sciences Burgenland, Campus 1, 7000 Eisenstadt, Austria

Doctoral Sch Vienna, Austria

patrizia.sailer@hochschule-burgenland.at, a00905041@unet.univie.ac.at

Keywords:

Flipped Classroom, Web Development Education, Teaching Methods, Higher Education.

Abstract:

Teaching web development in non-technical university programs presents distinct challenges, including vary-

ing levels of prior knowledge and engagement among students. This study compares the effectiveness of tra-

ditional teaching methods with a ﬂipped classroom approach in two courses. The ﬂipped classroom included

asynchronous learning pathways with interactive videos, quizzes and in-class hands-on activities, while the tra-

ditional approach relied on lectures followed by guided exercises. The evaluation was conducted using grades,

a motivation questionnaire (FAM) and open-ended surveys. Results show that the ﬂipped classroom model

improved student engagement, conﬁdence, and collaborative skills, while the traditional approach maintained

more structured guidance. Challenges such as time constraints and group dynamics were observed in both for-

mats, though students in the ﬂipped classroom reported higher satisfaction with active learning opportunities.

These ﬁndings underscore the potential of the ﬂipped classroom to enhance learning outcomes in technical

subjects, provided sufﬁcient resources and support are available.

1 INTRODUCTION

In higher education, lecturers are increasingly chal-

lenged to deliver effective teaching to a diverse and

expanding student population, particularly in practi-

cal subjects such as web development. Students of-

ten enter these courses with varying levels of prior

knowledge and technical expertise, making it difﬁcult

to meet their needs within a traditional classroom set-

ting. The conventional teaching-centered approach,

which typically involves lectures followed by hands-

on sessions, has been shown to be ineffective for tech-

nical subjects, particularly in non-technical study pro-

grammes that incorporate technical courses (Pawel-

czak, 2017). This is due to its time-intensive focus on

theoretical explanations and limited opportunities for

immediate application during class time.

This challenge is further compounded in mixed-

ability groups, where students’ prior knowledge and

skills vary. In such environments, traditional class-

room often fail to engage all students, resulting in

some students struggling to keep up and others being

under-stimulated. The absence of sufﬁcient practical

application and immediate feedback further worsened

https://orcid.org/0000-0001-7833-9475

the issue, as students ﬁnd it difﬁcult to bridge the gap

between theory and practice (Sailer, 2024).

In order to address the challenges previously men-

tioned, it is important to adopt teaching methods that

create a more dynamic and inclusive learning en-

vironment. An increasing number of teachers are

turning to innovative, student-centred approaches,

such as ﬂipped classroom. This model reverses the

conventional structure by enabling students to en-

gage with lecture material before class, reserving in-

person sessions for interactive discussions, collabora-

tive problem-solving and practical exercises (Bishop

and Verleger, 2013; O’Flaherty and Phillips, 2015).

This pedagogical paradigm offers a multifaceted ap-

proach, optimizing instructional time, fostering active

engagement and nurturing a more profound compre-

hension of the subject matter among students, partic-

ularly those from non-technical background.

Recognizing the limitations of traditional meth-

ods, a survey of 62 students at a University of Ap-

plied Sciences was conducted to identify the speciﬁc

needs of web development students, particularly those

from non-technical backgrounds. The survey revealed

that inconsistent prior knowledge among participants

posed a signiﬁcant barrier to achieving uniform learn-

ing outcomes. Follow-up interviews further high-

606

Sailer, P.

Enhancing Web Development Education in Higher Education: A Comparison of Traditional and Flipped Classroom Models.

DOI: 10.5220/0013433300003932

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 606-617

ISBN: 978-989-758-746-7; ISSN: 2184-5026

lighted the demand for a more ﬂexible and engaging

approach to learning.

The objective of this study is to evaluate the im-

pact of the ﬂipped classroom approach on the learn-

ing outcomes of students with non-technical back-

grounds in web development courses. By leverag-

ing the strengths of the ﬂipped classroom model,

this research seeks to demonstrate how a person-

alised, hands-on approach can overcome the chal-

lenges posed by diverse student populations and im-

prove the overall learning experience. Therefore, this

study is guided by the research question (RQ) ”How

does the ﬂipped classroom approach impact the learn-

ing outcomes of non-technical students in web devel-

opment courses compared to the traditional classroom

approach in higher education?”.

2 RELATED WORK

2.1 Teaching Methods for Technical

Classes

The ﬁeld of engineering is evolving as lecturers in-

tegrate digital competencies such as programming,

AI and big data into the curriculum to prepare stu-

dents for the challenges of digital transformation (Gu-

maelius et al., 2024). While traditional lectures are

still common, there’s an increasing focus on inter-

active, project-based learning to develop engineers

with both technical expertise and interdisciplinary

skills such as teamwork and systems thinking. Re-

search supports this shift, showing that active learn-

ing methods such as ﬂipped classroom and gami-

ﬁcation improve student engagement and skills de-

velopment (Calderon et al., 2024). Innovative ap-

proaches, including mobile compilers and industry-

aligned courses, address resource limitations and

evolving industry needs (Ani

c and Stapi

c, 2022;

Eteng et al., 2022). With the rise of AI-generated

coding tools, programming education needs to em-

phasise problem solving, critical thinking and com-

munication, drawing on strategies from mathemat-

ics education (Jacques, 2023). These studies high-

light the need for adaptive, hands-on and student-

centred approaches to technical education to keep

pace with technological advances and industry expec-

tations (Al-Nasra, 2013; Noga, 2014; Idris and Ra-

juddin, 2012).

2.2 Teaching Methods in Web

Development Education

In the ﬁeld of web development education, a variety

of teaching methodologies and platforms have been

subjected to evaluation in order to ascertain their ef-

ﬁcacy in facilitating student learning. Problem-Based

Learning is frequently supported by techniques such

as ”Problem Decomposition” and ”One Problem with

Multiple Solutions”, which assist students in decom-

posing complex tasks and exploring multiple solu-

tions, thereby enhancing their problem-solving and

critical thinking abilities (Zhou et al., 2020). The cen-

tralised and collaborative WIDE approach employs a

client-server framework to minimise setup challenges

and enhance student collaboration, allowing more fo-

cus on coding rather than technical issues (Jevremovic

et al., 2018). Furthermore, a top-down approach with

preparatory tutorials and capstone projects facilitates

students’ comprehension of the interplay of various

web technologies, thereby offering a comprehensive

learning experience (Liang and Martell, 2018). Addi-

tionally, it is recommended to use effective platforms

such as Codecademy, FreeCodeCamp and Udacity for

their interactive and professional learning capabilities

(Petrikoglou and Kaskalis, 2019).

Recent research highlights the need for innovative

teaching approaches in web development education

to meet both student and industry demands. Transi-

tioning courses to online formats (Brown, 2006) and

integrating hands-on, collaborative projects (Margaret

et al., 2016) have been shown to enhance engagement

and skill application. However, a gap between aca-

demic content and industry practices persists (Con-

nolly, 2019), emphasizing the need for curriculum

alignment. Sustainable, standards-based teaching us-

ing open-source tools (Stolley, 2011) and interac-

tive methods (Mammadova, 2019) further supports

student autonomy, critical thinking, and adaptabil-

ity. Collectively, these studies advocate for dynamic,

student-centered methods to prepare learners for the

evolving demands of web development.

A further study explores a ﬂipped classroom ap-

proach in a web design course, focusing on coding

skills like HTML, CSS, and JavaScript in Malaysia

(Vellappan and Lim, 2021). While students appreci-

ated self-paced learning and improved engagement,

challenges emerged, including outdated technology,

unpreparedness, and time constraints. Many pre-

ferred shorter videos, struggled with self-regulation,

and faced delays in instructor feedback. Some re-

sisted the ﬂipped model, favoring traditional meth-

ods, and uncooperative peers hindered group work.

Instructors faced time demands and difﬁculty tailor-

Enhancing Web Development Education in Higher Education: A Comparison of Traditional and Flipped Classroom Models

607

ing content. Despite these issues, the ﬂipped class-

room fostered responsibility and collaboration. Rec-

ommendations include shorter, graded pre-class tasks,

timely feedback, and improved resource access.

2.3 Flipped Classroom vs. Traditional

Classroom

There are notable differences between the ﬂipped

classroom and traditional classroom methods in the

context of technical education. In the traditional

classroom setting, teachers deliver lectures to students

who then passively absorb the information presented,

with a focus on memorisation and recall and with

limited engagement or collaboration. In contrast, the

ﬂipped classroom model requires students to engage

with theoretical content, such as video lectures or

readings, outside the classroom. This allows for more

in-depth and interactive student-centred activities

within the classroom, including problem-solving, dis-

cussions and group projects (Hern

andez-Sabat

e et al.,

2024). The evidence indicates that ﬂipped classrooms

enhance theoretical comprehension and non-technical

abilities such as self-management, while the develop-

ment of technical skills remains comparable to that

achieved through traditional methods (Cieliebak and

Frei, 2016). The implementation of ﬂipped classroom

requires substantial adaptations, including increased

preparation from students and a facilitative role for in-

structors (Lee et al., 2015). Despite these challenges,

ﬂipped classrooms are lauded for their capacity to

enhance engagement, critical thinking and practical

knowledge application, making them a valuable alter-

native in technical education.

2.4 Research Gap

A number of studies have previously demonstrated

the efﬁcacy of the ﬂipped classroom model in tech-

nical subjects, including web development. However,

no studies have focused speciﬁcally on its application

at the university level in Europe, thus creating a re-

search gap. This underscores the necessity for fur-

ther research to explore how the ﬂipped classroom ap-

proach impacts university students, particularly those

enrolled in non-technical programmes, in the context

of web technology courses. Although the study of

Vellappan and Lim (2021) is similar, it is important to

note that their results cannot be directly transferred

to this particular context, as access to laptops and

other necessary resources is always guaranteed in the

present study.

3 METHODOLOGY

3.1 Human-Centred Design

Human-centered design (HCD) is a creative problem-

solving methodology that aims to balance human de-

sirability, technological feasibility and economic vi-

ability. Initially rooted in disciplines such as com-

puter science, visual design and architecture, HCD

has evolved to address a broad spectrum of prod-

ucts and services beyond traditional user-centered de-

sign. The process comprises three core phases: in-

spiration, ideation and implementation (IDEO, 2015;

Dam, 2024). The inspiration phase entails the cul-

tivation of empathy through research, the identiﬁca-

tion of user needs and the delineation of speciﬁc chal-

lenges and requirements, ensuring a comprehensive

understanding of the problems to be addressed. The

ideation phase involves the generation of creative so-

lutions through activities such as brainstorming, lead-

ing to the development of prototypes that provide tan-

gible representations of potential solutions. The im-

plementation phase emphasises the testing of these

prototypes, the collection of user feedback and the re-

ﬁnement of solutions to align closely with user expec-

tations. This iterative process is instrumental in en-

suring that HCD delivers innovative, user-centric out-

comes by continuously adapting to real-world needs.

Figure 1 provides a visual representation of the HCD

process.

Figure 1: Visualization of the use of Human-Centred De-

sign (Author own creation).

In this research, the principles of human-centered

design (HCD) were applied iteratively to develop and

reﬁne a web development course. The process be-

gan with the analysis of an existing curriculum (Step

1) and the deﬁnition of the needs and challenges to

address the course requirements (Step 2). Based on

this, a course design was created to target these re-

quirements (Step 3). The initial design followed a tra-

CSEDU 2025 - 17th International Conference on Computer Supported Education

608

ditional teaching approach, which served as the ﬁrst

prototype (Step 4). The students were then invited

to provide feedback on this initial setup through a

series of evaluations (Step 5). The gathered feed-

back was then analysed and further interviews were

conducted in order to gain deeper insights into the

students’ needs and experiences (Step 1). This pro-

cess resulted in the identiﬁcation of new problems

and requirements (Step 2), which in turn informed

a redesign of the course using the ﬂipped classroom

approach (Step 3). The resulting prototype (Step 4)

- a web development class structured around ﬂipped

classroom principles - was then tested and evaluated

by the students (Step 5). The process continues iter-

atively, with new insights guiding further reﬁnements

to the course design, ensuring ongoing alignment with

student needs and continuous improvement.

3.2 Flow-Acceptance-Model

The Flow-Acceptance Model (FAM) (Rheinberg

et al., 2001) is a questionnaire designed to assess cur-

rent motivation in experimental learning and perfor-

mance scenarios. It evaluates four key components

using 18 items on a seven-point scale:

• Probability of Success – Items reﬂect conﬁdence

in performing well, inﬂuenced by self-assessed

competence or perceived task simplicity.

• Interest – Items measure the intrinsic appreciation

of the task’s content, with some items requiring

task-speciﬁc adjustments for different contexts.

• Fear of Failure – Items address the negative im-

pact of potential failure, emphasizing how situa-

tional pressure might inhibit optimal learning.

• Challenge – Items assess the task’s relevance as a

performance opportunity.

Unlike traditional methods that focus on stable per-

sonal traits, the FAM captures situationally activated

motivation, bridging the gap between individual abil-

ities and task demands. By focusing on immediate

motivation, the FAM provides a reliable and efﬁcient

tool for understanding how individuals engage with

speciﬁc tasks, making it valuable for research in edu-

cation and experimental contexts.

4 COURSE DESIGN

This section focuses on a comparative analysis of

two different teaching approaches used across differ-

ent semesters: the traditional classroom and ﬂipped

classroom. Both approaches were applied within the

framework of HCD, as described in section 3.

4.1 Traditional Classroom Approach

In the Summer Semester of 2023, a traditional teach-

ing approach was employed in the web development

class with 35 students, which is called Class 1 in this

paper. This is a method commonly referred to as tradi-

tional learning and often characterised as the”sage on

the stage” model. In this approach, the teacher plays

a central role, delivering lectures, while the students

adopt a primarily passive role, absorbing the informa-

tion presented. The traditional classroom setup has

long been a fundamental cornerstone of education,

prioritizing direct instruction, drill and practice and

standardised assessments (Felder and Brent, 1996).

The teacher serves as the primary source of knowl-

edge, with limited student interaction during class

sessions. Assessments typically focus on recall and

comprehension, using tests and quizzes to assess stu-

dent understanding. While this pedagogical approach

has been found to be effective in imparting fundamen-

tal knowledge, it has been the subject of critique on

account of its alleged failure to engender engagement

and to nurture critical thinking and problem-solving

skills (Prince, 2004). The course design with the tra-

ditional teaching approach is shown in Figure 2.

Figure 2: Structure Web Development Course Class 1 dur-

ing Summer Semester of 2023

Nonetheless, despite its long-standing application, the

traditional learning approach has confronted numer-

ous challenges during the present semester, as evi-

denced by the course evaluation, which has revealed

several areas of concern:

• Content overload – The content presented in class

was overwhelming for students.

• Excessive Theory – Students reported excessive

theoretical content, limiting practical exercises.

Enhancing Web Development Education in Higher Education: A Comparison of Traditional and Flipped Classroom Models

609

• Insufﬁcient preparation time – Students needed

more time to prepare for class.

• Lack of Supporting Materials – The lack of ad-

ditional materials like scripts or videos was seen

as a shortcoming, with students suggesting such

resources would enhance learning.

• Pre-class preparation – It was recommended that

lecture slides should be made available before

class to allow for better preparation.

• Inappropriate didactic method – The traditional

method was considered inappropriate for students

without a technical background as it did not meet

their learning needs.

The evaluations conducted resulted in a critical eval-

uation of the conventional approach. Consequently,

at the beginning of the following course, an introduc-

tory questionnaire was conducted to gain insight into

the students’ expectations.

4.2 Flipped Classroom Approach

In consideration of the feedback received from the

web development class from Summer Semester of

2023, the course was redesigned for the Summer

Semester of 2024 using the ﬂipped classroom ap-

proach, called Class 2 in this paper. This approach

entails the transition from a traditional teaching model

to a student-centred model that emphasises active en-

gagement. In the ﬂipped classroom approach, stu-

dents engage with course material outside of class,

typically through video lectures or readings. This

allows in-class time to focus on activities that facil-

itate active learning, critical thinking and the real-

world application of knowledge, such as discussions

and problem-solving (Bishop and Verleger, 2013;

O’Flaherty and Phillips, 2015). This approach is con-

ducive to a personalised learning experience.

In order to evaluate the extent to which students

had accepted the revised approach, the FAM question-

naire was employed in conjunction with supplemen-

tary questions. Students completed one questionnaire

at the beginning and one after the conclusion of the

course in order to assess their response to the ﬂipped

classroom approach. Based on the questionnaire at

the beginning some modiﬁcation on the course con-

tent were made.

4.2.1 Pre- and Post-Questionnaires

The initial questionnaire was designed to gather in-

sights into students’ perspectives and expectations be-

fore the course. It covered self-assessment of prior

knowledge, course expectations, and the relevance of

the content to personal or professional goals. The

questionnaire also explored students’ intrinsic mo-

tivation, alignment of interests with course topics,

sense of obligation to attend, and long-term interest in

the subject. Additionally, students identiﬁed preferred

teaching methods, provided examples, and evaluated

their learning styles to better understand their study

and retention preferences.

The post-course questionnaire evaluated students’

experiences and outcomes after completing the

course. It assessed their knowledge, whether expecta-

tions were met, and reasons for satisfaction or dissat-

isfaction. Students reﬂected on the course’s relevance

to their personal and professional goals and provided

insights into motivation changes, long-term interest,

and alignment with intrinsic or external factors. The

questionnaire reviewed the effectiveness of teaching

methods, requested feedback on learning materials,

and explored students’ learning preferences. Partici-

pants also offered suggestions for improving teaching

methods, materials, and course structure to enhance

the learning experience for future iterations.

4.2.2 Implementation of the New Course Design

The ﬂipped classroom included three asynchronous

learning pathways, implemented in Moodle using

H5P activities for interactive content. Students en-

gaged with recorded videos containing intermediate

questions to enhance engagement and comprehen-

sion, with video skipping disabled to prevent cheat-

ing. The ﬁrst learning path encompassed the funda-

mentals of HTML and comprised six components: an

introduction to the history of web development, fun-

damental information on web development, a guide

to preparing a website, an overview of the technol-

ogy employed, a section on HTML essentials and a

concluding quiz on the material covered. The second

learning path focused on CSS and included four ele-

ments: videos on CSS theory, responsive design and

ﬂexbox and a ﬁnal quiz. The third learning path dealt

with JavaScript and consisted of four elements: a the-

ory video, two videos with exercises (part 1 and part

2) and a ﬁnal quiz. In response to student feedback,

the course duration was reduced from 13 to 8 weeks

to streamline learning, while maintaining a consistent

workload of 50 units across both formats. The overall

course structure is depicted in Figure 3.

The new course design also addressed challenges

highlighted by Vellappan and Lim (2021). Although

issues like limited internet or computer access are not

prevalent in Austrian universities due to the availabil-

ity of on-campus equipment, the video duration was

capped at 10 minutes to align with students’ attention.

Although pre-class learning demands time, it enables

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610

Figure 3: Structure Web Development Course Class 2 dur-

ing Summer Semester of 2024.

more efﬁcient use of classroom sessions for hands-on

exercises. The integration of the platform was sup-

ported by an introductory video and additional ex-

planations during the ﬁrst in-class session. Real-time

support is ensured through email communication and

regular evening meetings to address questions. These

considerations were carefully incorporated into the

course design to avoid the identiﬁed challenges.

5 RESULTS

This section employs a three-part structure to analyse

the evaluation results. Initially, the evaluation is anal-

ysed in terms of grading. Subsequently, the ofﬁcial

course evaluations of the university are utilised. Fi-

nally, the individual feedback via FAM and question-

naires from Class 2 is considered. As not all students

participated in all evaluations and these were carried

out on a voluntary basis, Table 1 provides an overview

of the respective numbers.

Table 1: Overview Number of Participants of Evaluation.

Kind of Evaluation C1 C2

Grades 35 31

Ofﬁcal Course Evaluation 26 22

Flow-Acceptance-Model – 16

Pre-Class-Questionaire – 30

Post-Class-Questionaire – 21

C1 = Class 1, C2 = Class 2

5.1 Evaluation of the Grades

The present section is concerned with the evaluation

of students’ grades. In order to facilitate this evalu-

ation, box plots were created based on the data pre-

sented in Table 2.

Table 2: Overview data for box plots in percentage.

Projects Participation Reports

C1 C2 C1 C2 C1 C2

MIN 47.3 41.8 30.0 25.0 45.0 80.0

Q1 63.8 63.8 57.5 75.0 59.0 85.0

MED 71.6 76.3 65.0 100 83.0 95.0

Q3 83.9 79.7 100 100 90.0 95.0

MAX 98.1 100 100 100 100 100

MIN = Minimum, Q = Quartile, MED = Median,

MAX = Maximum, C1 = Class 1, C2 = Class 2

5.1.1 Grading of Projects

The statistical analysis of the homework reveals sig-

niﬁcant differences between the two classes, as shown

in Figure 4. The results of Class 2 show a wider range

and greater differences in performance, which indi-

cates increased heterogeneity within the group. At the

same time, the higher median value (76.3% compared

to 71.6% in Class 1) indicates that the students per-

formed better on average. This observation could be

due to a more effective design of the homework, bet-

ter preparation on the part of the students or increased

interest on the part of the students.

Figure 4: Comparison of the grading from the web devel-

opment projects of two classes.

While Class 1 is characterized by a right-sided

skewness, which indicates an increased number

of below-average results, Class 2 shows a left-

sided skewness, which indicates that more students

achieved above-average results. These high perfor-

mances could be due to targeted preparation or a bet-

ter understanding of the topic. However, the wider

spread of results in Class 2 also shows that some stu-

Enhancing Web Development Education in Higher Education: A Comparison of Traditional and Flipped Classroom Models

611

dents performed worse than average, possibly indi-

cating different levels of effort, learning styles or dif-

ﬁculties in understanding the content. Compared to

Class 1, where the results were more homogeneous, it

can be concluded that Class 2 is more differentiated,

both in a positive and negative sense.

5.1.2 Grading of Active In-Class Participation

The ﬁndings of the analysis demonstrate that the over-

all level of active participation in class was higher and

more consistent in Class 2, like shown in Figure 5.

Figure 5: Comparison of the grading from the in class par-

ticipation of two classes.

The median value of 1 indicates that a minimum of

half of the students exhibited maximum participation

during the lessons. In contrast, Class 1 exhibited a

lower average participation level, with a median value

of 65% and a wider dispersion in the middle 50% val-

ues. This suggests that active participation in Class

1 was less consistent and exhibited greater variability

among students.

The ﬁndings indicate that the teaching method

employed in Class 2 effectively motivated students to

actively participate in class, as evidenced by the re-

duced variation. This suggests that the ﬂipped class-

room approach is more effective in encouraging a

consistently high level of participation in the class-

room, potentially due to its alignment with the needs

and motivations of the students.

5.1.3 Grading of Reports

An analysis of the reports on the implementation of

the website reveals disparities between the two groups

with regard to the quality and consistency of the sub-

missions. The students were required to write a report

detailing the technical implementation of their project

to ensure they understood why speciﬁc technologies

and code snippets were used. Figure 6 shows, that

Class 2 demonstrated a consistent tendency to achieve

higher scores, suggesting that their reports were more

detailed and accurate. The median score for Class 2

was 95.0%, in comparison to 83.0% for Class 1, in-

dicating that the majority of students in Class 2 pro-

duced documentation of a higher standard.

Figure 6: Comparison of the grading from the reports of

two classes.

The distribution of values in Class 2 exhib-

ited greater homogeneity, suggesting superior perfor-

mance by the students in this group. The gap between

the ﬁrst quartile and the minimum was only 5.0% in

Class 2, compared to 14% in Class 1, indicating that

even the weaker reports in Class 2 achieved a higher

level. Furthermore, the absence of a gap between the

third quartile and the median in Class 2 signiﬁes the

consistency in the quality of the top 50% of reports,

while in Class 1, the gap of 7.0% indicates variations

in the performance of the best reports.

The reduced variability in Class 2, particularly at

the lower end, suggests that the teaching method was

effective in promoting a uniform level of reporting

quality. The attainment of the maximum score of 1 by

students in both groups indicates that they were able

to produce reports of the highest standard. The results

suggest that the Class 2 method was more effective in

encouraging students to write accurate and thoughtful

reports on the implementation of their websites. This

enhanced learning experience may be attributed to the

high proportion of hands-on practice, as the theoreti-

cal concepts were mastered in advance, enabling the

formulation of increasingly complex inquiries in the

classroom setting. Consequently, a greater volume of

content was rehearsed, thereby fostering a more pro-

found comprehension.

5.2 Evaluation Flow-Acceptence-Model

The FAM was administered in two instances: ini-

tially following the explanation of the course tasks

and again at the conclusion of the programme, once

the grades had been allocated. Only those question-

naires that were completed by the students in both

instances were considered in this analysis, with the

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612

objective being to ascertain the existence of any cor-

relations between the initial levels of motivation and

the subsequent assessments. The results of these two

evaluations are presented in Table 3 and shown in Fig-

ure 7, offering a comprehensive insight into the ﬂuctu-

ations in motivational factors throughout the duration

of the programme.

Table 3: Comparison FAM before and after course.

FAM 1 FAM 2

Interest

Mean 3.963 4.547

SD 1.308 1.072

Probability

of Success

Mean 3.188 3.618

SD 0.895 0.699

Fear of

Failure

Mean 3.413 3.874

SD 1.660 1.425

Challenge

Mean 5.453 5.618

SD 1.216 1.223

SD = Standard Deviation, 1 = strongly

disagree, 7 = strongly agree

Figure 7: Comparison of FAM 1 and FAM 2.

The analysis of the FAM before (FAM 1) and af-

ter (FAM 2) reveals insights into the motivational dy-

namics of the students. Interest increased from 3.963

to 4.547, with a reduction in standard deviation from

1.308 to 1.072, indicating that the course successfully

engaged students more uniformly over time. This

rise in interest suggests that the course content and

structure became more appealing as the students pro-

gressed, potentially reﬂecting effective instructional

strategies.

Similary, the Probability of Success exhibited an

enhancement from 3.188 to 3.618, accompanied by

a decline in standard deviation from 0.895 to 0.699,

showing that students gained conﬁdence in their abil-

ity to succeed while experiencing less variation in

self-perception. These observations imply that the

course effectively fostered the development of stu-

dents’ self-efﬁcacy.

Conversely, the Fear of Failure dimension exhib-

ited an increase from 3.413 to 3.874, though the stan-

dard deviation decreased from 1.660 to 1.425, sug-

gesting a more consistent experience of increased

anxiety. This rise may be indicative of increased

stakes or pressure as students approached the ﬁnal

evaluation, emphasizing the necessity to address po-

tential stressors in subsequent course iterations.

The Challenge dimension exhibited negligible

change, with a slight increase from 5.453 to 5.618

and minimal variation in standard deviation (1.216 to

1.223). This consistency suggests that the tasks were

perceived as consistently challenging throughout the

course, aligning with the objective of stimulating and

engaging students.

The ﬁndings imply that the course effectively aug-

mented engagement and conﬁdence while sustaining

a conducive learning environment. Nevertheless, the

escalation in fear of failure signiﬁes the necessity

for targeted interventions to harmonise challenge and

emotional well-being. Strategies such as the explicit

communication of expectations, incremental assess-

ments, or the provision of additional support mech-

anisms could assist in mitigating anxiety while pre-

serving the observed enhancements in motivation and

self-efﬁcacy.

5.3 Questionnaires

The employed rating scale in the questionnaires

ranged from 1, denoting ”excellent/totally true” to

6, signifying ”bad/does not apply at all”. All values

shown in brackets are the mean values.

5.3.1 Pre-Class-Questionnaire

The questionnaire revealed that students exhibited a

diverse range of prior knowledge and expectations

regarding wen development, including HTML (4.8),

CSS (5.2), JavaScript (5.5) and content management

systems (4.4). Many students expressed a desire to ac-

quire basic skills for creating or modifying websites,

while others aimed to build on their existing knowl-

edge for professional or personal projects. A common

concern was their lack of prior knowledge, which led

to anxiety about keeping up with the course content.

Motivation to participate in the course varied.

While some students displayed intrinsic motivation

(2.1) and interest in the subject (3.1), others attended

out of a sense of obligation or as a requirement of

their program (3.2). However, many participants rec-

ognized the long-term relevance of the course for their

academic or career goals (3.0), aligning it with per-

sonal and professional aspirations.

In terms of teaching methods, students over-

whelmingly preferred a hands-on, step-by-step ap-

proach that combined theory with practical applica-

tion. Interactive teaching methods, such as solving

Enhancing Web Development Education in Higher Education: A Comparison of Traditional and Flipped Classroom Models

613

exercises in small groups, were highly favored, as

they allowed for peer collaboration and immediate

feedback. Visual aids, real-life examples and prac-

tical tasks were seen as particularly effective for un-

derstanding coding concepts. Conversely, purely the-

oretical content or group work with minimal guidance

was viewed less favorably by some.

Learning preferences varied, with visual and

kinesthetic (learning-by-doing) styles being the most

common. Many students emphasized the importance

of structured exercises, tutorials and opportunities to

apply concepts directly. Repetition and incremental

learning were highlighted as key strategies to build

conﬁdence and mastery in programming skills. Over-

all, the feedback underscored the need for a ﬂexible

and supportive learning environment tailored to di-

verse backgrounds and skill levels.

5.3.2 Post-Class-Questionnaire

Students reported improvement in foundational web

development skills, including HTML (from 4.8 to

3.3), CSS (from 5.2 to 3.6), JavaScript (from 5.5 to

4.7) and CMS systems (from 4.4 to 3.3) Many appre-

ciated the opportunity to build a website from scratch,

which was seen as a challenging but rewarding ex-

perience. While the course successfully covered the

basics, some students felt that JavaScript was under-

emphasized due to time constraints and suggested al-

locating more focus to this topic in future iterations.

Most participants indicated that their expectations

were met or even exceeded. The combination of theo-

retical learning through videos and scripts with practi-

cal application in class exercises and projects was par-

ticularly valued. Even students with no prior knowl-

edge expressed satisfaction with the course structure

and were surprised by how much they have learned.

Motivation to engage with the course content in-

creased for many students (2.4), largely due to the

hands-on nature of the assignments and the structured

approach. The course topics aligned well with per-

sonal (2.0) and professional goals (2.3) for most stu-

dents, though a few noted that their engagement de-

creased due to external factors such as workload or a

lack of initial interest in the subject. The ﬂipped class-

room model, combining preparatory video tutorials

with in-class coding sessions, was widely appreci-

ated. Students found the videos helpful for revisiting

complex topics at their own pace, while in-class col-

laborative exercises allowed immediate feedback and

reinforced learning. Some students suggested break-

ing down the project into smaller tasks to reduce the

perceived workload of the ﬁnal assignment.

Supplementary materials, including video tuto-

rials, detailed scripts and external resources like

W3Schools, were highlighted as particularly effec-

tive. The ability to revisit resources outside class

was highly valued. Despite the positive feedback,

some students struggled with the workload and man-

aging the project alongside other academic and per-

sonal commitments. Additionally, varying levels of

preparation among students sometimes led to uneven

progress in class, which a few found challenging.

5.3.3 Ofﬁcal course evaluation

Table 4 compares student feedback between the tra-

ditional classroom approach in Summer Semester of

2023 and the ﬂipped classroom approach in Sum-

mer Semester of 2024. The feedback of Class 1

was largely negative regarding content overload, the

balance between theory and practice and preparation

resources, though teacher interaction was rated pos-

itively. In contrast, Class 2 received mostly posi-

tive feedback in these areas, with the ﬂipped class-

room enhancing the overall learning experience. Both

classes gave mixed feedback on the quality of feed-

back and the ease of following lessons. Overall, the

ﬂipped classroom led to higher student satisfaction.

Table 4: Comparison of Class 1 and Class 2 regarding open

questions in the evaluation.

Key Points C1 C2

Feedback on Amount of Content - +

Balance Between Theory and Practice - +

Sufﬁciency of Preparation Time - ∼

Availability of Supporting Materials - +

Availability of Pre-Class Preparation X +

Suitability for Students with Non-

Technical Backgrounds

- ∼

Encouragement of Active Participation - ∼

Emphasis on Hands-On Learning - +

Teacher Interaction Outside of Class + +

Detail and Quality of Feedback ∼ ∼

Overall Student Satisfaction ∼ +

+ = Positive, - = Negative, ∼ = Mixed,

X = Not Available, C = Class

A further perspective is presented in the Table

5, which provides a detailed comparison of assess-

ment scores, highlighting adjustments and improve-

ments made. Between the classes, the course was im-

proved by creating a 120-page script for studying the-

ory, including coding examples and producing lecture

videos for the ﬂipped classroom to provide additional

resources for students. The results show that Class

2 consistently received better evaluation scores than

Class 1, particularly in areas like workload, course

structure and the effectiveness of teaching methods.

These improvements reﬂect the positive impact of

CSEDU 2025 - 17th International Conference on Computer Supported Education

614

the adjustments and additional resources provided be-

tween terms.

Table 5: Comparison of Feedback of Class 1 and Class 2.

Key Points C1 C2

Information on objectives, content,

methods was adequately provided.

1.77 1.25

Performance and evaluation criteria

were adequately communicated.

1.54 1.08

The workload is appropriate. 2.62 1.92

The length of the teaching blocks is

appropriate.

2.42 1.67

The time intervals between the teach-

ing blocks are appropriate.

2.74 1.25

The course content is well structured. 1.93 1.42

The material provided helps to

achieve the learning objectives.

1.74 1.17

The lecturer points out how the con-

tent could be applied in practice.

2.01 1.00

The lecturer answers topic-related

questions in a competent manner.

1.91 1.34

The lecturer uses course media ap-

propriately.

2.16 1.17

How to rate the course overall? 2.31 1.75

Scale: 1 = excellent, 5 = poor

6 DISCUSSION

This study aimed to examines how the ﬂipped class-

room approach impacts learning outcomes for non-

technical students in web development courses at uni-

versities. By analyzing the data collected, including

grades, participation levels and student feedback, the

ﬁndings provide compelling evidence that the ﬂipped

classroom approach offers advantages over the tradi-

tional classroom approach for non-technical students

in higher education.

6.1 Improved Learning Outcomes

The ﬂipped classroom approach led to better aca-

demic performance, as evidenced by higher median

grades across projects, reports and class participa-

tion. Speciﬁcally, students in Class 2 (ﬂipped class-

room) achieved higher project scores (median: 0.76

vs. 0.72) and report scores (median: 0.95 vs. 0.83)

compared to Class 1 (traditional classroom). Addi-

tionally, participation levels were notably higher and

more consistent in Class 2, with a median of 1, indi-

cating maximum engagement for at least half the stu-

dents. These results highlight that the ﬂipped class-

room model fosters not only better understanding but

also more active involvement in learning activities.

6.2 Enhanced Student Engagement and

Conﬁdence

The ﬂipped classroom model allowed students to en-

gage deeply with theoretical material at their own

pace before attending class, leading to a stronger

foundational understanding. This was reﬂected in the

FAM results, where students’ interest increased from

3.96 to 4.55 and their perceived probability of suc-

cess improved from 3.19 to 3.62. These ﬁndings sug-

gest that the pre-class preparation materials, including

videos and scripts, effectively supported student con-

ﬁdence and motivation.

However, the FAM analysis also revealed a rise

in fear of failure (from 3.41 to 3.87), indicating that

while students felt more capable, they also experi-

enced higher levels of anxiety as the course pro-

gressed. This underscores the importance of balanc-

ing challenging tasks with emotional support to main-

tain a productive learning environment.

6.3 Connection Between Engagement

and Performance

An analysis of the data reveals a correlation between

active participation, high-quality project submissions

and increased interest. Students who excelled in their

project work (>80% of the grade) also demonstrated

full participation in class activities and high-quality

reports (>90% of the grade). These students reported

an increased sense of challenge, as reﬂected in the

FAM results, indicating that they found the tasks both

engaging and demanding. Conversely, students who

performed lower (<80% of the grade) often did not

complete the asynchronous learning paths or demon-

strated lower participation levels in class.

6.4 Comparison to Existing Literature

The ﬁndings align with existing studies that empha-

sise the beneﬁts of the ﬂipped classroom approach in

fostering active learning and higher engagement. Pre-

class preparation enables students to develop a strong

foundational understanding, which facilitates deeper

learning during class sessions (Bishop and Verleger,

2013; O’Flaherty and Phillips, 2015). Additionally,

the ﬂipped classroom’s focus on real-time feedback

and immediate error correction has been shown to en-

hance comprehension and retention (Calderon et al.,

2024; Hern

andez-Sabat

e et al., 2024).

Furthermore, the results support the notion that

ﬂipped classrooms are particularly effective for non-

technical students, as they provide opportunities

Enhancing Web Development Education in Higher Education: A Comparison of Traditional and Flipped Classroom Models

615

for personalised learning and self-paced study (Gu-

maelius et al., 2024; Al-Nasra, 2013). The higher

levels of student engagement observed in this study

are consistent with ﬁndings that suggest ﬂipped class-

rooms promote active participation and collaborative

learning environments (Cieliebak and Frei, 2016).

Moreover, Vellappan and Lim’s (2021) study was

conﬁrmed, the results of which also indicate the ef-

fectiveness of the ﬂipped classroom in web develop-

ment classes. By proactively addressing challenges

like resource access and insufﬁcient support from the

outset, this study was able to build upon and expand

their ﬁndings.

6.5 Future Work

Future research could explore integrating new as-

sessment methods with immediate feedback to fur-

ther support student learning. For instance, imple-

menting real-time quizzes or coding challenges dur-

ing classroom sessions could provide students with

instant insights into their understanding and progress.

Additionally, the incorporation of gamiﬁcation ele-

ments, such as badges, leaderboards and progress

tracking, could enhance motivation and engagement

by adding a layer of interactive and enjoyable learning

experiences. Chatbots and AI-driven assistance tools

could also be introduced to provide students with on-

demand help and guidance, ensuring that real-time

feedback is accessible even outside of class hours.

These innovations could create a more dynamic, en-

gaging and supportive learning environment, catering

to diverse student needs and preferences.

Nevertheless, the study is not without limitations.

The research was conducted with a small sample size,

involving only two classes, which may limit the gen-

eralizability of the ﬁndings. Additionally, further re-

search is needed to explore the impact of the ﬂipped

classroom approach with more diverse data, includ-

ing prior academic records, professional experiences

and background knowledge of the students. Such an

expanded dataset could provide deeper insights and

validate the observed trends across broader contexts.

7 CONCLUSION

Teaching technical content, such as web development,

in non-technical university programs presents unique

challenges due to varying levels of prior knowledge

and engagement among students. This study high-

lights the importance of selecting appropriate teach-

ing methods to address these challenges effectively.

By comparing traditional teaching with the ﬂipped

classroom model, two distinct course designs were

implemented and evaluated in separate classes.

The evaluation involved a multi-faceted approach,

including an analysis of grades, results from the FAM

questionnaire, additional open-ended questions and

the ofﬁcial course evaluation provided by the uni-

versity. The ﬁndings consistently demonstrate that

the ﬂipped classroom model positively impacts web

development classes in higher education, fostering

greater engagement, motivation and improved learn-

ing outcomes. These results underline the potential of

innovative, student-centered teaching strategies like

the ﬂipped classroom to enhance the effectiveness of

technical education in non-technical study programs.

ACKNOWLEDGEMENTS

The author would like to thank the University of Ap-

plied Sciences Burgenland, the University of Vienna

and the UniVie Doctoral School Computer Science

(DoCS) for supporting this research. Special thanks

go to DeepL and DeeplWrite for their support with

the partial translation and proofreading in terms of

spelling and grammar as well as ChatGPT as a reli-

able sparring partner during the creation process.

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