Comparing Flipped, Active, and Lecture-Based Teaching Approaches in Higher Education
The purpose of this study was to compare the flipped classroom, active-collaborative, and traditional lecture approaches to teaching computer programming students (n = 103) at a mid-sized community college of applied arts and technology. Garrison’s (2012) Community of Inquiry framework was used to assess the student learning experience afforded by each teaching approach. The flipped classroom approach was rated significantly higher than the lecture-based approach in terms social presence (p < .05, d = 0.53). The active-collaborative approach was rated significantly higher than the lecture-based approach for teaching presence (p < .05, d = 0.43) and social presence (p < .05, d = 0.71). There was no significant difference in learning performance among the three teaching approaches.