Abstract:Flipped Classroom enables instructors to spend more time for hands-on problem-solving instruction compared to the traditional pedagogical model which involves lectures. The purpose of this study is to determine the need for a problem-solving flipped classroom module to be designed for the STM3023: Internet of Things (IoT) subject offered at the Certificate level at Malaysian Community Colleges. A structured interview was conducted with 16 lecturers from 14 Community Colleges offering the subject to obtain thei… Show more
A problem-solving method known as computational thinking (CT) has been described as a 21st-century skill that all students should learn in preparation for increasingly automated jobs in the future. However, little instructional design approach is available to guide educators and designers when designing mobile learning applications to support CT skills learning and implementation. This study addresses the above issue by revisiting Merrill's first principle of instructional model (FPI) with the CT technique and describing how the proposed CT-FPI instructional design can be used in designing mobile learning applications for problem-solving learning. The decomposition technique, a component of computational thinking, involves breaking down complex problems into smaller, manageable parts. Future studies for this research will contribute valuable insights to the field of instructional design in developing learning aids for mobile applications that promote the CT-decomposition technique for problem analysis in learners.
A problem-solving method known as computational thinking (CT) has been described as a 21st-century skill that all students should learn in preparation for increasingly automated jobs in the future. However, little instructional design approach is available to guide educators and designers when designing mobile learning applications to support CT skills learning and implementation. This study addresses the above issue by revisiting Merrill's first principle of instructional model (FPI) with the CT technique and describing how the proposed CT-FPI instructional design can be used in designing mobile learning applications for problem-solving learning. The decomposition technique, a component of computational thinking, involves breaking down complex problems into smaller, manageable parts. Future studies for this research will contribute valuable insights to the field of instructional design in developing learning aids for mobile applications that promote the CT-decomposition technique for problem analysis in learners.
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