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

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.

Can Students' Computer Programming Learning Motivation and Effectiveness Be Enhanced by Learning Python Language? A Multi-Group Analysis.

Python language has become the most popular computer language. Python is widely adopted in computer courses. However, Python language's effects on the college and university students' learning performance, motivations, computer programming self-efficacy, and maladaptive cognition have still not been widely examined. The main objective of this study is to explore the effects of learning Python on students' programming learning. The junior students of two classes in a college are the research participants. One class was taught Java language and the other class was taught Python language. The learning performance, motivations, and maladaptive cognition in the two classes were compared to evaluate the differences. The results showed that the motivations, computer programming self-efficacy, and maladaptive cognition on the learning performance were significant in the Python class. The results and findings of this study can be used in Python course arrangement and development.