Integrating inquiry learning and knowledge management into a flipped classroom to improve students' web programming performance in higher education

• Main Authors: Krittawaya Thongkoo, Patcharin Panjaburee, Kannika Daungcharone
• Format: Journal
• Published: 2020
• Subjects: Business, Management and Accounting; Social Sciences
• Online Access: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85079366903&origin=inward; http://cmuir.cmu.ac.th/jspui/handle/6653943832/67657
• Institution: Chiang Mai University

© 2019 Hong Kong Bao Long Accounting And Secretarial Limited. All rights reserved. In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students' communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student webprogramming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students' programming skills and code comprehension and help them learn more effectively with better learning achievements.