Effect of Online and Face-to-Face Engagement and Formative Assessment Score on Flipped Programming Course Outcomes and Satisfaction.
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| Title: | Effect of Online and Face-to-Face Engagement and Formative Assessment Score on Flipped Programming Course Outcomes and Satisfaction. |
|---|---|
| Authors: | Çetin, Nihal Menzi1 |
| Source: | Online Learning. Jun2026, Vol. 30 Issue 2, p491-518. 28p. |
| Subject Terms: | *Flipped classrooms, *Student engagement, *Educational outcomes, *Blended learning, *Student satisfaction, *Formative evaluation, *Computer programming education, Face-to-face communication |
| Abstract: | In recent years, the flipped classroom model has gained attention for its ability to enhance learning by combining face-to-face (f2f) interactions with online activities. This study explores how different engagement levels—both online and f2f—affect course outcomes and student satisfaction, focusing on programming courses. Using advanced techniques that is, multiple regression and classification and regression tree (CART), the research examines the impact of engagement types on course satisfaction and learning outcomes. Undergraduate level object-oriented programming and database management courses were delivered via a learning management system (LMS) using a flipped instruction model. Engagement data was collected from LMS event logs, and satisfaction was assessed as a usability measure using the System Usability Scale (SUS). Engagement metrics and variables were derived from the raw data for analysis. Regression analysis demonstrated that perceived usability could be predicted by engagement data, accounting for 45% of the variance. Additionally, classification results identified online engagement as the most critical factor influencing student success. The research also highlighted the importance of formative assessment scores and f2f interactions, that is, completing lab assignments, in determining course outcomes. This study underscores the complementary roles of f2f and online activities in flipped classrooms. It provides strategic insights into designing more effective LMS-supported courses by emphasizing the need for balanced engagement strategies. These findings can guide educators in leveraging both engagement types to maximize student satisfaction and success in blended learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194761203 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effect of Online and Face-to-Face Engagement and Formative Assessment Score on Flipped Programming Course Outcomes and Satisfaction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Çetin%2C+Nihal+Menzi%22">Çetin, Nihal Menzi</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Online+Learning%22">Online Learning</searchLink>. Jun2026, Vol. 30 Issue 2, p491-518. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+satisfaction%22">Student satisfaction</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br /><searchLink fieldCode="DE" term="%22Face-to-face+communication%22">Face-to-face communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In recent years, the flipped classroom model has gained attention for its ability to enhance learning by combining face-to-face (f2f) interactions with online activities. This study explores how different engagement levels—both online and f2f—affect course outcomes and student satisfaction, focusing on programming courses. Using advanced techniques that is, multiple regression and classification and regression tree (CART), the research examines the impact of engagement types on course satisfaction and learning outcomes. Undergraduate level object-oriented programming and database management courses were delivered via a learning management system (LMS) using a flipped instruction model. Engagement data was collected from LMS event logs, and satisfaction was assessed as a usability measure using the System Usability Scale (SUS). Engagement metrics and variables were derived from the raw data for analysis. Regression analysis demonstrated that perceived usability could be predicted by engagement data, accounting for 45% of the variance. Additionally, classification results identified online engagement as the most critical factor influencing student success. The research also highlighted the importance of formative assessment scores and f2f interactions, that is, completing lab assignments, in determining course outcomes. This study underscores the complementary roles of f2f and online activities in flipped classrooms. It provides strategic insights into designing more effective LMS-supported courses by emphasizing the need for balanced engagement strategies. These findings can guide educators in leveraging both engagement types to maximize student satisfaction and success in blended learning environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194761203 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v30i2.4910 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 491 Subjects: – SubjectFull: Flipped classrooms Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Student satisfaction Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Computer programming education Type: general – SubjectFull: Face-to-face communication Type: general Titles: – TitleFull: Effect of Online and Face-to-Face Engagement and Formative Assessment Score on Flipped Programming Course Outcomes and Satisfaction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Çetin, Nihal Menzi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 30 – Type: issue Value: 2 Titles: – TitleFull: Online Learning Type: main |
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