TY - GEN
T1 - Using a four-step learning activity in a programming course
T2 - 31st International Conference on Computers in Education, ICCE 2023
AU - Li, Liang Yi
AU - Huang, Wen Lung
AU - Chung, Chien Ping
N1 - Publisher Copyright:
© 2023 Asia-Pacific Society for Computers in Education.
PY - 2023/12
Y1 - 2023/12
N2 - In a programming course, a teacher has to teach not only programming concepts and syntax but also how to implement programs. However, teachers do not have enough time to complete the tasks. To address the problem, this study developed a four-step learning activity in a flipped classroom, which consists of testing, task assigning, collaborative problem-solving, and presentation. This study also conducted an instructional experiment for examining the effects of the four-step learning activity on students’ classroom participation, learning performance, and course satisfaction. The results showed that the students with the four-step learning activity and the students with the traditional instruction demonstrated the same level of classroom participation. While the students with the four-step learning activity had higher learning performance than the students with the traditional instruction. The students perceived that the four-step learning activity can facilitate learning motivation, classroom interaction, learning performance, and help-seeking. They hoped that the four-step learning activity can be used in other programming courses in the future.
AB - In a programming course, a teacher has to teach not only programming concepts and syntax but also how to implement programs. However, teachers do not have enough time to complete the tasks. To address the problem, this study developed a four-step learning activity in a flipped classroom, which consists of testing, task assigning, collaborative problem-solving, and presentation. This study also conducted an instructional experiment for examining the effects of the four-step learning activity on students’ classroom participation, learning performance, and course satisfaction. The results showed that the students with the four-step learning activity and the students with the traditional instruction demonstrated the same level of classroom participation. While the students with the four-step learning activity had higher learning performance than the students with the traditional instruction. The students perceived that the four-step learning activity can facilitate learning motivation, classroom interaction, learning performance, and help-seeking. They hoped that the four-step learning activity can be used in other programming courses in the future.
KW - collaborative problem-solving
KW - flipped classroom
KW - programming
UR - http://www.scopus.com/inward/record.url?scp=85181768863&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85181768863&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85181768863
T3 - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
SP - 708
EP - 713
BT - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
A2 - Shih, Ju-Ling
A2 - Kashihara, Akihiro
A2 - Chen, Weiqin
A2 - Chen, Weiqin
A2 - Ogata, Hiroaki
A2 - Baker, Ryan
A2 - Chang, Ben
A2 - Dianati, Seb
A2 - Madathil, Jayakrishnan
A2 - Yousef, Ahmed Mohamed Fahmy
A2 - Yang, Yuqin
A2 - Zarzour, Hafed
PB - Asia-Pacific Society for Computers in Education
Y2 - 4 December 2023 through 8 December 2023
ER -