Effects of Combining Different Collaborative Learning Strategies with Problem-Based Learning in a Flipped Classroom on Program Language Learning
Effects of Combining Different Collaborative Learning Strategies with Problem-Based Learning in a Flipped Classroom on Program Language Learning
复制标题
翻转课堂中不同协作学习策略与基于问题的学习相结合对程序语言学习的影响
DOI：
10.3390/su14095282
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发表时间：
2022
期刊：
影响因子：
3.9
通讯作者：
You
中科院分区：
文献类型：
--
作者：
Yi;Yingjun Yan;You
本研究提出在翻转课堂中将问题导向学习与不同的合作学习策略相结合，以提高学习者的学习动机和学习效果。其主要思想是设计一个基于翻转教室概念的教学过程。该方法被用于设计学习目标、学习内容和小组活动，从而形成新的教学策略，以发展学生的自主学习、逻辑思维、解决问题的能力、学习成果和学习动机。本研究以C#程式设计语言为学习对象，并招募96位南台湾科技大学资讯管理系一年级学生为研究对象。在实验过程中，被试被分为实验组和控制组，实验组和控制组各有一个不同的亚组，并在编程课程中获得的前测和后测数据被用来评估所提出的教学策略的学习效果。此外，研究者还通过问卷调查的方式从翻转课堂、PBL和协作学习三个方面探讨了学生的学习动机。本研究结果显示，所提出的教学策略改善了参与者的学习成果。实验组的学习成绩比对照组有更大的提高。所采用的问卷的所有项目都获得了显著的结果。因此，参与者对本研究设计的翻转课堂模式给予了积极的评价。
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.