Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which cust...

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Vydáno v:Frontiers in psychology Ročník 12; s. 768183
Hlavní autoři: Chen, Hong-Ren, Hsu, Wen-Chiao
Médium: Journal Article
Jazyk:angličtina
Vydáno: Switzerland Frontiers Media S.A 14.01.2022
Témata:
adaptive instruction
computer programming
flipped learning
learning outcome
Psychology
teaching strategies
teaching strategies
learning outcome
flipped learning
computer programming
adaptive instruction
ISSN:1664-1078, 1664-1078
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Shrnutí:Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.
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Edited by: Erol Eğrioğlu, Giresun University, Turkey
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Ching-Yeh Wang, National Kaohsiung University of Hospitality and Tourism, Taiwan; Chun Chia Lee, Minnan Normal University, China; Sheng-Ju Chan, National Chung Cheng University, Taiwan
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.768183