Flipped classrooms are getting popular in secondary and postsecondary
teaching institutions as evidenced by the marked
increase in the study, use, and application of the flipped pedagogy
as it applies to learning and retention. The majority of the
courses that have undergone this change use applied learning
strategies and include a significant “learning-by-doing”
component. The research in this area is skewed towards such
courses and in general there are many considerations that
educators ought to account for if they were to move to this form
of teaching. Introductory courses in computer programming can
appear to have all the elements needed to move to a flipped
environment; however, initial observations from our research
identify possible pitfalls with the assumption. In this work in
progress the authors discuss early results and observations of
implementing a flipped classroom to teach an introductory
programming course (CS1) to engineering, engineering
technology, and software engineering undergraduates