Research Article
Jaitip Nasongkhla, Siridej Sujiva
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep392
ABSTRACT
This design research aims to propose a HyFlex strategy for students and participants in the workplace using massive open online course (MOOC) flipped between the two settings, an active in-classroom to an action learning in the workplace. The research methods were designed into two major parts, where the first part was a design stage which included the review and design process, while the second part involved case studies. The learning design is analogous to an origami paper folding system that processes the diversified questioning of real-world problems and recursively reflects the thought, action, and solutions to the problems. The case studies showed a statistically significant increase in participants’ creative problem-solving at the 0.5 level.
Keywords: MOOC, connectivist MOOC, flipped learning, action learning, creative problem-solving
Research Article
Murat Pasa Uysal
CONT ED TECHNOLOGY, Volume 5, Issue 3, pp. 198-217
ABSTRACT
The introductory computer programming (CP) course has been taught for three decades in the faculty. Besides pursuing CP technology, one major goal has been enhancing learners’ problem-solving (PS) skills. However, the current situation has implied that this might not be the case. Therefore, a research was conducted to investigate the effects of a web-supported and well-structured PS instructional method on academic achievements and PS perceptions of learners. This was a quasi-experimental study with a posttest-only design that included a control group. While the web-supported and traditional approach was adopted for the control group, the experimental group was treated with the web-supported and well-structured PS method. A cluster random sampling was used and the existing 18 sections were randomly assigned to the study groups. Consequently, 6 faculty members and 433 freshman undergraduate students participated in the study for one semester. The students’ PS perceptions were assessed by the Problem Solving Inventory (PSI) and their CP performances were measured by an academic achievement test. The results indicated a significant difference between the groups in terms of CP achievements. Except for one factor of the PSI, there were also significant differences between the groups in terms of their PS perceptions.
Keywords: Instructional design, Problem-solving, Web-supported instruction, Computer programming