Effect of online and face-to-face engagement and formative assessment score in flipped programming course outcomes and satisfaction.

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.