Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

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.

Learning Performance in Adaptive Learning Systems: A Case Study of Web Programming Learning Recommendations

“…As a result, in this study, the learning outcome assessment of programming is realized in terms of both the practicebased assessment and grading by teaching assistants (TAs) (Wang et al, 2012;Yang et al, 2015). Past studies show that students' motivation will influence learning outcomes (Law et al, 2019;Ling et al, 2020;Chen and Hsu, 2022). Adaptive instruction can attract students' attention and enhance their learning motivation and outcome.…”

Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study

“…Our analysis revealed a remarkable increase in the number of publications on PL in FCs in recent years (especially in 2020). However, the current knowledge is far from satisfactory [10,16,26].…”

“…FC offers plenty of advantages for the learners and positively affects the individuals' academic, emotional, and social development [3], and PL is an efficient approach that can increase the learners' motivation, satisfaction, engagement, and understanding [10]. Despite the potential benefits of both approaches for the learners and educators, studies on the combination of PL and FC remains limited [16,26]. In particular, research on the PFC and its implementation in the digital era is still in its infancy [10,14,26].…”

“…Despite the potential benefits of both approaches for the learners and educators, studies on the combination of PL and FC remains limited [16,26]. In particular, research on the PFC and its implementation in the digital era is still in its infancy [10,14,26]. To the best of our knowledge, hardly any systematic review study has focused on the combination of PL and FC and the impact of the PFC on educational outcomes.…”

Efectividad de la metodología de aula inversa en el ámbito universitario. Una revisión sistemática

“…Existen varias revisiones sistemáticas y metaanálisis que analizan la eficacia de esta metodología en las aulas universitarias. La mayoría de estos estudios (Bao-Zhu Bredow et al, 2021;Chen & Hsu, 2022;Doğan et al, 2021;Evans et al, 2019;Galindo-Domínguez, 2021;Ge et al, 2020 ;Hew et al, 2021;Lin et al, 2021;Lo & Hew, 2019;Manoj et al, 2018;Martínez et al, 2019;Özdemir & Şentürk, 2021;Prieto et al, 2021;Shi et al, 2020;Talan & Batdi, 2020;Turan & Akdag-Cimen, 2019) coinciden en que por lo general la metodología mejora el rendimiento académico, aunque con un nivel de evidencia moderado. Sin embargo, algunas revisiones sistemáticas (Sisi Li et al, 2020;Talan & Batdi, 2020;Turan & Akdag-Cimen, 2019) incluyen trabajos que muestran resultados neutros o incluso en algún caso favorables al grupo control.…”