| Autor: |
Di Gong, Harrison H. Yang, Jin Cai |
| Jazyk: |
angličtina |
| Rok vydání: |
2020 |
| Předmět: |
|
| Zdroj: |
International Journal of Educational Technology in Higher Education, Vol 17, Iss 1, Pp 1-13 (2020) |
| Druh dokumentu: |
article |
| ISSN: |
2365-9440 |
| DOI: |
10.1186/s41239-020-00196-0 |
| Popis: |
Abstract To better understand students’ computational thinking skills (CTS) within the context of flipped-classroom instruction, a structural equation modeling analysis is employed to examine the key factors that influence student learning and students’ CTS when learning through flipped-classroom instruction. A total of 406 first-year college students responded to the survey. The results of this study show that student-to-student connectedness, learning motivation, and learning strategy have a direct impact on students’ CTS. In addition, indirect effects were found between student-to-student connectedness and CTS through learning motivation. Indirect effects were also found between learning motivation and CTS through the learning strategy in a flipped-classroom instruction situation. The findings of this research have practical implications for instructors, in that they should focus on the key factors that predict students’ computational thinking skills. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
Full text from SpringerLink