Student learning effect using flipped classroom with WPSA learning mode - An Example of Programming Design Course

Flipped classroom is one of the important teaching modes among many novel teaching methods in recent years, students watch the video in the pre-class. However, if students cannot focus on the pre-class video learning or have problems with the learning content, the learning effect will be less than e...

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Bibliographic Details
Published in:Innovations in education and teaching international 2023-11, Vol.60 (6), p.824-835
Main Authors: Kuo, Yu-Chen, Lin, Yu-Hsuan, Wang, Tao-Hua, Lin, Hao-Chiang Koong, Chen, Ju-I, Huang, Yueh-Min
Format: Article
Language:English
Subjects:
Cognitive load
Cognitive Processes
College Students
Computer programming
Computer Science Education
Difficulty Level
Flipped Classroom
flipped learning
Foreign Countries
Instructional Effectiveness
Learning
Programming
programming learning
Reflection
Self Efficacy
Student Attitudes
Teaching Methods
WSQ learning mode
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Summary:Flipped classroom is one of the important teaching modes among many novel teaching methods in recent years, students watch the video in the pre-class. However, if students cannot focus on the pre-class video learning or have problems with the learning content, the learning effect will be less than expected. Therefore, this research proposes a flipped classroom combined with the WPAQ learning model extended by the WSQ learning model to carry out programming courses, allowing students to perform flipped classroom learning with peers online before class and jointly complete the tasks of flipped classroom learning lists, and share with them a summary of learning content to enhance learning effectiveness. The research results show that the use of flipped classrooms combined with the WPAQ learning model of the learning system can help students improve learning effectiveness, learning motivation, self-efficacy, reflective ability, programming learning attitudes, and reduce students' cognitive load.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2022.2086150