Journal Article

Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction

Gong, Di, Cai, Jin, Yang, Harrison H

2020

Overview

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.

• Publisher: Springer Nature B.V
• Subject: Algorithms / Authors / Basic Skills / Classroom Environment / Classrooms / College Freshmen / College Science / College students / Colleges & universities / Computers / Connectedness / Creativity / Critical thinking / Educational Attainment / Educational Facilities Improvement / Educational Technology / Evaluative Thinking / Faculty College Relationship / Flipped classroom / Group Activities / Group Instruction / Higher education / Indirect effects / Individual Instruction / Influence of Technology / Instructional Effectiveness / Instructional Materials / Learning / Learning Activities / Learning strategies / Motivation / Multivariate statistical analysis / Skills / Structural equation modeling / Students / Teachers / Teaching / Thinking skills