Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped classroom approach in general. Although a few cross-sectional studies show that a flipped classroom approach can increase student learning by providing more time for other in-class activities, such as active learning, such studies are also rare in the context of teaching software engineering. Intended Outcomes: To assess the usefulness of a flipped classroom approach in teaching software engineering. Application Design: The study was conducted at an international master’s program in Sweden, given in English, and partially replicated at a university in Africa. Findings: The results suggest that students’ academic success, as measured by their exam grades, can be improved by introducing a flipped classroom to teach software engineering topics, but this may not extend to their subjective liking of the material, as measured by student evaluations. Furthermore, the effect of the change in the teaching methodology was not replicated when changing the teaching team.

中文翻译：

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一种翻转课堂教学经验软件工程

贡献：翻转课堂教学经验软件工程的方法通过提供更多时间在课堂上进行主动学习来增加学生的学习。背景：总体上需要对翻转课堂方法进行纵向研究。尽管一些横断面研究表明翻转课堂方法可以通过为其他课堂活动（例如主动学习）提供更多时间来增加学生的学习，但此类研究在软件工程教学中也很少见。预期成果：评估翻转课堂方法在软件工程教学中的有效性。应用设计：该研究是在瑞典的一个国际硕士项目中进行的，以英语授课，并在非洲的一所大学进行了部分复制。发现：结果表明，可以通过引入翻转课堂来教授软件工程主题来提高以考试成绩衡量的学生的学业成功，但这可能不会扩展到他们对材料的主观喜好，以学生评价衡量。此外，在更换教学团队时，也没有复制教学方法变化的效果。