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Contribution: A model of tiered in-lab, compulsory lab programming sessions suitable for use in flipped learning environments. This article also addresses the scarcity of research that explores the effects of in-class activity organization. Background: When facing a subject they perceive as dry or difficult, some students may feel discouraged from making an effort to learn. Previous research has shown that students have a positive attitude toward assignment tiering, as a form of scaffolding, in voluntary, take-home assignments. Related models either are designed for different settings or have obvious problems with applicability in flipped learning environments. Intended Outcomes: A lab environment that motivates students to learn and consequently to perform better on in-class evaluations and on exams. The approach should be positively received by students. Application Design: Drawing upon the previous teaching experience, the proposed approach is a modification of an assignment tiering model found in the academic literature. With two gated tiered assignments per class, the steepness of the learning curve is alleviated for struggling students, while the injection of deliberate errors, reflexive questions, and ad hoc modification requests keep experienced students engaged with challenging tasks. Findings: The results of the six-year study, performed on an assembly language programming subject, are encouraging: Test groups were better in terms of motivation and performance, and the great majority of students expressed a positive attitude toward the new model.

This paper deals with the development of a generalized model for version control systems application as a support in a range of project-based learning methods. The model is given as UML sequence diagram and described in detail. The proposed model encompasses a wide range of different project-based learning approaches by assigning a supervisory role either to instructor or students in different project stages. Different strategies for supervisor role assignment are given. Project duration, project milestones, as well as a number of team members are discussed in respect to project-based learning method that the proposed model supports. Possible implementations of different project-based learning approaches on the proposed model are demonstrated by setting the model parameters. Version control server security issues are discussed in the manner of implementation aspects of the proposed model. One of possible model implementations is evaluated in respect of cooperation on the test group of 21 students. Implementation details are presented and compared with other approaches. Mentoring and monitoring students efforts during the development by implementing proposed model with specific model settings introduces controlled cooperation with high clarity in evaluation of individual students work. Using open source version control software on Linux platform, with web interface package, we implemented a low-cost support for project-based learning.