Learning Programming Language in Higher Education for Sustainable Development: Point-Earning Bidding Method

Tzer-Long Chen, Tsung-Chih Hsiao, Tsan-Ching Kang, Ting-Yuan Wu and Chih-Cheng Chen
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Tzer-Long Chen: Department of Finance, Providence University, Taichung 43301, Taiwan
Tsung-Chih Hsiao: School of Arts, Southeast University, Nanjing 211189, China
Tsan-Ching Kang: Department of Computer Science and Information Management, Providence University, Taichung 43301, Taiwan
Ting-Yuan Wu: Department of Information Technology, Ling Tung University, Taichung 40852, Taiwan
Chih-Cheng Chen: School of Information Engineering, Jimei University, Xiamen 361021, China

Sustainability, 2020, vol. 12, issue 11, 1-14

Abstract: Promoting learning passion for students in higher education is a vital and challenging issue. Due to the swift changes in society and technology development, many convenient and interesting technologies increasingly interfere with students’ learning performances and reduce students’ motivation for attending classes. For example, mobile games and social networking have led students to lose their passion for learning. MAPS (Mind Mapping, Asking Questions, Presentation, Scaffolding Instruction) is a flipped teaching model which has been proved as an effective approach to increasing students’ reflective learning, allowing students to devote to self-learning and recovering their passion for learning. Thus, this study employed a MAPS teaching strategy that adopts a point-earning approach to encourage students to learn from peer feedback while the teacher can understand students’ learning from the process. When the class is over, students can exchange the points for other rewards through a bidding mechanism which encourages students to regain passion for learning. The concept of Scaffolding Instruction points out that allowing students to sense positive peer pressure, which is caused by their peers’ improvements, and the atmosphere where their peers are studying hard can enhance their learning motivation and reflection. The empirical results of this study found that peer assessment and feedback can improve the learning effectiveness of students with poor performance.

Keywords: education for sustainability; higher education; bidding mechanism; reflective learning; MAPS teaching model; peer assessment (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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