Abstract

The 2019 global health crisis forced higher education institutions to transition to remote emergency teaching. This article presents the experience of Universidad Tecnica Federico Santa Maria, in Chile, when adapting a massive Introduction to Programming class to a virtual modality. A novel formative model was developed, based on flipped-classroom principles for remote settings. This model allowed to adapt the instruction to the varying personal circumstances and connectivity conditions of the participants, while supporting the delivery of the original learning objectives for the course. Following the ideas from constructive alignment, the contents and learning objectives were grouped into Online Learning Units, each developed within a week. By doing so, it was possible to orchestrate both synchronous and asynchronous activities. After one year of the implementation of this model, students evaluated the course as a positive and fun experience, that gave them confidence regarding their programming skills. As future work, we believe it is possible to apply this structure to hybrid learning environments, as it allows for students to work in and outside the classroom while keeping a common pace.