The impact of the inverted classroom on the acquisition of theoretical and practical knowledge in computer science.

Research question: How does the inverted classroom method affect the assimilation of theoretical and practical knowledge by students with different levels of education?

The purpose of the study: To identify how the technology of the inverted classroom contributes to the assimilation of theoretical and practical knowledge by computer science students, taking into account their level of training, time to study the material and motivation. 

Modern educational approaches face problems related to the lack of time in lessons for in-depth study of the material and the lack of opportunities for an individual approach to learning. Inverted classroom technology solves these problems by providing students with the opportunity to study theory at home at a pace that suits them and focus on classroom practice. In the context of computer science, where the balance between theoretical knowledge and its practical application is of great importance, this approach is especially relevant.

The research hypothesis
The inverted classroom method improves students' academic performance in computer science, promotes an in-depth understanding of theoretical material, and increases the effectiveness of practical classes.

The theory of inverted learning is based on: Constructivist approach (Vygotsky, Piaget): students independently form knowledge by interacting with materials and the environment. Theory of Motivating Learning (Abeysekera & Dawson, 2015). The inverted classroom method helps to increase students' motivation by independently controlling the time and pace of learning. Theories of cognitive load (Dweller, 1988): an inverted classroom reduces cognitive stress by distributing the study of theory and practice over time, and reduces cognitive load by studying the material independently at a comfortable pace. The concept of active learning. The inverted class allows you to shift the focus from passive perception of information to its active use. According to Bergman and Sams (2012), it promotes student engagement in the learning process, Bonwell and  Edison, (1991) focus on student engagement through group discussions and hands-on work.

Study participants: 12th grade students (groups 2 and 6) studying computer science in English, advanced level. Group №2 (15 students) studied without the use of inverted classroom technology. Group №6 (14 students) used an inverted classroom. A combined method of teaching using an inverted classroom, in which students study theoretical material at home, and perform practical tasks in the classroom. Observation: assessment of student engagement and their participation in practical work. Comparative analysis: measurements of academic performance of both groups. Questionnaire: a study of student satisfaction using the inverted classroom method. Learning format: Combined: theoretical materials were provided through video and interactive resources for self-study, and practical tasks and discussions were conducted in the lessons.

The results of the study show that independent study of theoretical material before class has both advantages and difficulties for students. A significant number of students note that this approach helps them to understand the material more deeply due to the ability to adjust their pace and prepare for practical tasks. This highlights the effectiveness of independent work in mastering the basics. However, difficult topics and lack of confidence make the process difficult for some students, which indicates the importance of teacher support and the provision of additional materials. Despite recognizing the benefits of self-study, some students prefer to study theory in class, especially if they find it more effective for understanding complex topics. This indicates that a combined approach combining pre-study with explanations and interactive methods in the lesson may be the most effective. To increase interest in the topic and motivation, it is important to correctly alternate independent study with active elements of the lesson, which will take into account the individual characteristics and needs of students. The inverted classroom method promotes the development of independent learning skills, improved understanding of theoretical material, and active application of knowledge in practice. However, teacher support and the provision of adapted materials for students with different levels of education remains an important aspect. Improved academic performance: Students in a group using an inverted classroom will perform better on tests. Self-reliance development: students will be able to regulate the process of studying complex topics and ask questions to the teacher. Increased engagement. Students using an inverted classroom will be more actively involved in discussions and group work. Cognitive load reduction. The opportunity to review theoretical material at home should reduce the workload during practical assignments. Increased learning satisfaction: The use of modern technology and flexible approach will enhance student motivation.

1.Bergmann, J., & Sams, A. Flip Your Classroom: Reach Every Student in Every Class Every Day. In this book, the authors, pioneers of the inverted classroom method, share their experience of implementing this approach in teaching practice. 2.Bergmann, J., & Sams, A. Flipped Learning: Gateway to Student Engagement. A detailed guide to inverted learning with an emphasis on student engagement. 3.Tucker, C. R. Blended Learning in Action: A Practical Guide Toward Sustainable Change. The book helps you understand how to integrate an inverted lesson into an overall blended learning strategy. 4.Horn, M., & Staker, H. Blended: Using Disruptive Innovation to Improve Schools. It examines ways to use innovations, including the inverted lesson, to improve education. 5.Jonathan Bergmann The Flipped Learning Global Initiative. A story about the global impact of inverted learning on pedagogical practice. 6.Bishop, J. L., & Verleger, M. A. The Flipped Classroom: A Survey of the Research. An analysis of the effectiveness of inverted learning based on existing research. (Journal of Engineering Education, 2013) 7.Chen, Y., Wang, Y., Kinshuk, & Chen, N. S. Is FLIP Enough? Or Should We Use the FLIPPED Model Instead? An extended inverted learning model is considered. (Computers & Education, 2014) 8.Abeysekera, L., & Dawson, P. Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale, and a Call for Research. Analysis of cognitive load and motivation in an inverted classroom. (Higher Education Research & Development, 2015) 9.Flipped Learning Network https://flippedlearning.org A platform with materials, resources, and communities to explore inverted learning. 10.Edutopia – Flipped Classroom https://www.edutopia.org Articles and practical examples of using the inverted lesson method. 11.Khan Academy https://www.khanacademy.org An example of a platform that actively supports the concept of inverted learning. 12.Harvard Online – Active Learning https://online.harvard.edu Courses and materials on active and inverted learning. 13.Coursera: Blended Learning and Flipped Classroom Courses. https://www.coursera.org 14.Udemy: How to Flip Your Classroom for Student Success. https://www.udemy.com 15.Microsoft Educator Center: Courses on using Microsoft tools for inverted learning. https://education.microsoft.com