Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Effects of Combining Different Collaborative Learning Strategies with Problem-Based Learning in a Flipped Classroom on Program Language Learning
This study proposed combining problem-based learning (PBL) with different collaboration learning strategies in flipped classrooms to improve learners’ learning motivation and learning outcomes. The main idea was to design a teaching process based on the concept of flipped classrooms. The proposed method was adopted to design learning objectives, learning content, and group activities, thereby forming new teaching strategies for developing students’ independent learning, logical thinking, problem-solving skills, learning outcomes, and learning motivation. We used the C# programming language as the learning target and recruited 96 students from a first-year class of the Department of Information Management of the Southern Taiwan university of Science and Technology as participants. During the experiment, the participants were divided into an experimental group with heterogeneous subgroups and a control group with random subgroups, and pretest and posttest data obtained during the programming course were used to evaluate the learning effects of the proposed teaching strategies. In addition, a questionnaire was used to explore learning motivation through three aspects: flipped classroom, PBL, and collaborative learning. The results of this study indicated that the proposed teaching strategies improved the participants’ learning outcomes. The experimental group exhibited higher improvements in learning outcomes than did the control group. Significant results were obtained for all the items of the adopted questionnaire. Thus, the participants provided positive ratings to the flipped classroom model designed in this study.
Effects of Combining Different Collaborative Learning Strategies with Problem-Based Learning in a Flipped Classroom on Program Language Learning
This study proposed combining problem-based learning (PBL) with different collaboration learning strategies in flipped classrooms to improve learners’ learning motivation and learning outcomes. The main idea was to design a teaching process based on the concept of flipped classrooms. The proposed method was adopted to design learning objectives, learning content, and group activities, thereby forming new teaching strategies for developing students’ independent learning, logical thinking, problem-solving skills, learning outcomes, and learning motivation. We used the C# programming language as the learning target and recruited 96 students from a first-year class of the Department of Information Management of the Southern Taiwan university of Science and Technology as participants. During the experiment, the participants were divided into an experimental group with heterogeneous subgroups and a control group with random subgroups, and pretest and posttest data obtained during the programming course were used to evaluate the learning effects of the proposed teaching strategies. In addition, a questionnaire was used to explore learning motivation through three aspects: flipped classroom, PBL, and collaborative learning. The results of this study indicated that the proposed teaching strategies improved the participants’ learning outcomes. The experimental group exhibited higher improvements in learning outcomes than did the control group. Significant results were obtained for all the items of the adopted questionnaire. Thus, the participants provided positive ratings to the flipped classroom model designed in this study.
Effects of Combining Different Collaborative Learning Strategies with Problem-Based Learning in a Flipped Classroom on Program Language Learning
Yi-Hsing Chang (Autor:in) / Yin-Chen Yan (Autor:in) / You-Te Lu (Autor:in)
2022
Aufsatz (Zeitschrift)
Elektronische Ressource
Unbekannt
Metadata by DOAJ is licensed under CC BY-SA 1.0
Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors
| DOAJ | 2022
| DOAJ | 2021
Flipped Classroom as an Active Learning Methodology in Sustainable Development Curricula
| DOAJ | 2019