Analysis of Learning Behavior in a Flipped Programing Classroom Adopting Problem-Solving Strategies

Autor/in	Chiang, Tosti Hsu-Cheng
Titel	Analysis of Learning Behavior in a Flipped Programing Classroom Adopting Problem-Solving Strategies
Quelle	In: Interactive Learning Environments, 25 (2017) 2, S.189-202 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2016.1276084
Schlagwörter	Programming; Educational Technology; Technology Uses in Education; Problem Solving; Homework; Video Technology; Blended Learning; Teaching Methods; College Students; Computer Science Education; Foreign Countries; Cooperative Learning; Coding; Discussion (Teaching Technique); Student Behavior; Taiwan + Suchen Sie Ihr Suchwort? Programmierung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemlösen; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Computer science lessons; Informatikunterricht; Ausland; Kooperatives Lernen; Codierung; Student behaviour; Schülerverhalten
Abstract	Programing is difficult for beginners because they need to learn the new language of computers. Developing software, especially complex software, is bound to result in problems, frustration, and the need to think in new ways. Identifying the learning behavior behind programing by way of empirical studies can help beginners learn more easily. In this study, a flipped classroom combined with the blended learning mode was adopted by switching the in-class instructional time and the out-of-class edX lecture time. The research laboratory developed a system that collected the teacher and students discussion activities when adopting problem-solving strategies in online discussion. The participants were 44 third-year college students from the computer science course of a university in northern Taiwan. The experiment was from 30th March to 4th May in 2015. A total of 120 initial comments were collected, along with 401 responding comments. These 521 comments were coded according to the problem-solving steps as posing questions, offering solutions, discussion, and sharing conclusions. The inter-rater reliability of the two coders reached a kappa value of 0.81. The results indicated that the flipped classroom combined with the problem-solving strategy was more effective than the previous problem-solving behavior sequence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01