Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education

Krittawaya Thongkoo ,Patcharin Panjaburee ,Kannika Daungcharone

doi:10.34105/j.kmel.2019.11.016

Abstract

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code comprehension and help them learn more effectively with better learning achievements.

Highlights

Web-programming course provides students with critical thinking and problem-solving skills based on the principles of website design and development
Students’ learning performance in terms of PHP learning achievement, PHP programming skill, and code comprehension, and their perceptions about the classroom were tested by using the IBM SPSS
The applications of knowledge management model and inquiry-based learning approach and implementation of the flipped classroom have been regarded as necessary elements for higher education to acquire appropriate skills, abilities, and competences in the era of knowledge economics and information technology

Summary

Introduction

Web-programming course provides students with critical thinking and problem-solving skills based on the principles of website design and development It is one of skillsets for being undeniably indispensable in the 21st century education (Kalelioğlu & Gülbahar, 2014) and promotes rational, systematic, and creative thinking for the students. The students have less abilities in reading, tracking, writing, and designing a simple code fragment, and difficult to understand the abstract concepts involving the role of variable position in multidimensional array, looping statement, and function. They may lose interest in learning computer programming if it leads to less learning achievement. That is, teaching and learning strategy may need to focus on student-centred learning activities as well as active learning to enable students communicate and construct conception of programming, such as debugging syntax error identification and analysing data flow, with peer-to-peer and peer-to-teacher interactions during the in- and the out-of-class learning process

Methods

Results

Conclusion