Ubiquitous Learning Management Using Collaborative Inquiry-based Approach for Programming Course: A Case Study of 3 Universities

Abstract

Aside from the necessary learning skills of logical thinking, problem-solving, and creativity, undergraduate students in the programming discipline must also be self-motivated because these abilities enable them to overcome obstacles and achieve success. In the digital learning era, a pedagogical approach emphasizing inquiry and collaborative approaches can enhance students' programming skills anywhere and anytime. As a result, this research aims to investigate the effects of collaborative learning on academic achievement and motivation by managing ubiquitous learning in computer courses at three universities in northern Thailand using a collaborative inquiry-based approach. The learning environment allowed students to practice independently using the instructor-provided content and exercises. Then, as part of group learning, students gave advice and shared knowledge until they found the best solution. Following class, the instructor discussed the merits of each group's responses with all students. Students were then asked to repeat the questions to ensure they completely understood the logical reasoning and problem-solving process. According to the findings, ubiquitous learning management based on collaborative inquiry-based approaches could help them learn more effectively, with higher learning achievement and motivation. The study's findings inspire further research into creating a collaborative digital learning environment in computer education, particularly from the standpoint of ubiquitous learning.