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IJIET 2024 Vol.14(2): 302-309
doi: 10.18178/ijiet.2024.14.2.2052

Effects of Collaborative Inquiry-Based Online Approach in Thai University Students’ Computing Program

Krittawaya Thongkoo1,*, Kannika Daungcharone1,*, and Patcharin Panjaburee2
1. College of Arts, Media and Technology, Chiang Mai University, Thailand
2. Faculty of Education, Khon Kaen University, Thailand
Email: krittawaya.t@cmu.ac.th (K.T.); kannika.d@cmu.ac.th (K.D.); patchapan@kku.ac.th (P.P.)
*Corresponding author

Manuscript received September 6, 2023; revised October 24, 2023; accepted November 8, 2023; published February 20, 2024

Abstract—In response to the evolving demands of the digital era, the significance of programming skills has led to a reevaluation of traditional classroom instruction. This study introduced a collaborative inquiry-based online system to enhance individual and peer-supported coding practice. Through a quasi-experimental design, 346 Thai undergraduates were divided into a control group, which continued with conventional classroom teaching, and an experimental group that utilized the collaborative inquiry-based online approach. The research assessed conceptual learning performance via a pre- and post-test consisting of 15 questions. In addition, perceptions of the learning environment and motivation were assessed through 19-item and pre-post questionnaires with 20 items, respectively. The results indicated that the experimental group outperformed the control group in understanding programming, problem-solving abilities, and coding proficiency. Furthermore, the students in the experimental group demonstrated higher engagement and motivation, alongside improved teamwork and communication skills, which are essential in the modern online learning environment. This study suggests collaborative inquiry-based online learning can effectively complement or replace traditional instruction, offering valuable insights for educators, instructional designers, and policymakers. It advocates for a shift towards a more student-centered, interactive, and engaging learning experience in computer science education.

Keywords—technology-enhanced learning, online learning, higher education, computer science education

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Cite: Krittawaya Thongkoo, Kannika Daungcharone, and Patcharin Panjaburee, "Effects of Collaborative Inquiry-Based Online Approach in Thai University Students’ Computing Program," International Journal of Information and Education Technology vol. 14, no. 2, pp. 302-309, 2024.


Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net

 

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