A Learning Model for Software Coding Education

Abstract

(http://creativecommons.org/licenses/ by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Purpose: In this study, we review the creative problem-based learning model (CPBL), flipped learning, creativity, and the relationship between creativity and software coding. Methods: Following a literature review and development and implementation of a learning model suited to the field of software coding, students (n=31) were surveyed for their perceptions of their experiences with the model. Results: From the survey, we conclude that collaborative learning and additional self-directed practices in classrooms help students more deeply appreciate program concepts. However, most students still thought software coding too difficult to declare self-confidence on creative programming a code over one semester. Conclusion: Today, knowing how to code software is indispensable and in a growing range, coding skills are highly valued. Software coding education has been the subject of several studies , since it is considered that the learning activities can contribute to the cultivation of students who are able to solve problems and to adapt to new circumstances or problems. The design of learning events is student-centered with the instructor taking a facilitative role in guiding student learning.