Exploring the key influencing factors on college students' computational thinking skills through flipped classroom instruction
To better understand students' computational thinking skills (CTS) within the context of flipped classroom instruction, a structural equation modeling analysis is employed to examine the key factors that influence student learning and students' CTS when learning through flipped classroom instruction. A total of 406 first year college students responded to the survey. The results of this study show that student to student connectedness, learning motivation, and learning strategy have a direct impact on students' CTS. In addition, indirect effects were found between student to student connectedness and CTS through learning motivation. Indirect effects were also found between learning motivation and CTS through the learning strategy in a flipped classroom instruction situation. The findings of this research have practical implications for instructors, in that they should focus on the key factors that predict students' computational thinking skills.
International Journal of Educational Technology in Higher Education