Students experiences of flipped classroom approach in an introduction to programming course

The aim of this study is to comprehend students' experiences and impressions pertaining to the application of the flipped classroom approach in an online programming course, one of the core courses in the field of computer education. The research pattern of this study is one of a qualitative case study. The flipped classroom approach has been applied on seven undergraduate students at Inönü University in the Computer Education and Instructional Technology Program as a part of the basic programming course. Data from the course has been collected through student online discussions, class video recordings and semi-structured interviews with the students. With the use of content analysis and thematic analysis methods, the collected data has been transcribed and then analyzed with the NVivo software. The findings of the study showed that the students have demonstrated a positive attitude toward the programming course conducted with this model, and they had effective communication with their lecturer and peers. In addition, the students have expressed their intentions to develop and use this model in their professional lives. Based on the findings, it has been concluded that; providing videos before lessons has a positive effect on the preparedness of the students. The brevity of the videos allowed the transfer of essential information without boring the students. The replay feature of the videos aided comprehension but the approach was more time consuming compared to traditional methods. It facilitated retention and improved use is advised. The findings suggest that the results of this study aid in the achievement of digital transformation goals in terms of increasing scientific knowledge and successful applications.