Abstract
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.
Highlights
For a world where technology is omnipresent, more education systems recognize the importance of computer science
The motivation of this research is to explore whether the implementation of hybrid methods in computer programming courses, that is, flipped learning and adaptive teaching, can improve the learning efficiency of students
The semester grade of the previous programming course taken by the students was the pre-test value of the “learning performance,” the semester grade of the experimental course was the post-test value
Summary
For a world where technology is omnipresent, more education systems recognize the importance of computer science. Computer science education is expanding around the globe. Improving the coding and programming ability of students is an important goal of countries (Mechaber, 2014). Different from popular technology education and basic knowledge of programming teaching, the goal of programming courses in information technology departments of colleges and universities is to train professional programming talents. Programming is an important basic skill for computer science students. It is one of the most difficult subjects to learn because it involves skills, such as deducing algorithms, understanding syntax and semantics, and coding programs (Daly, 1999; Jenkins, 2002)
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