# The Effect of Flipped Classroom Integrated with the POEWSQ Learning Model on Programming Learning
## 3 Research Methods
### System Function and Interface  
The flipped learning activities in this study utilized the POEWSQ learning cycle (shown in Figure 1), where the materials covered four units, and one unit was completed each week so that learners went through four cycles. During the weekly learning activities, learners were able to arrange their time and log in to the learning system.  
Introduction to Learning System Functions  
1. **Unit home page interface:** The system's home page displayed an icon for each learning step, and students were required to follow the order from left to right to complete the learning tasks step by step. The system also restricted learners from skipping any steps. When a student completed a learning step, the icon of that step changed from black and white to color to help students keep track of their learning progress (as shown in Figure 2).
2. **POEWSQ learning model--Prediction:** The system provided prediction topics and hyperlinks for flowchart creation to help learners make predictions about the content before starting the lesson. During the prediction phase, learners reflected on the provided prediction questions for each unit and used the hyperlink to access an online flowchart creation website. Here, they can draw a flowchart as a representation of their understanding and predictions about the unit content. Clicking the \"Submit\" button completes this phase (as shown in Figure 3).  
Figure 1: POEWSQ learning cycle.  
3. **POEWSQ learning model--Watch/Observation:** The learner watched and observed the instructional video provided by the system and was able to press the pause button or repeat the video at any time until they fully understand the content of the video. After watching the video, the learner clicked to proceed to the guided notes for the next learning phase (as shown in Figure 4).
4. **POEWSQ learning model--Summary:** Learners took focused notes on the learning unit through a guided structured outline to help them organize and record key information (as shown in Figure 5).
5. **POEWSQ Learning Model--Explanation:** The system provided the flowchart of the teaching material and the predicted flowchart drawn by the learner in the prediction phase, allowing the learner to further analyze and explain the differences between the two flowcharts (as shown in Figure 6).  
Figure 3: Prediction phase interface.  
Figure 2: Unit home page interface.  
6. **Assessment:** When the learner completed the explanation phase, the system provided unit quizzes (as shown in Figure 7). Each unit contained two test quizzes that were used to help the learner check his/her understanding of the learning content. Through the assessment phase, learners were able to ensure that they grasped the core concepts of the learning content and identify the parts that they have not yet understood. This process will enable learners to ask more in-depth questions as they proceed into the questioning phase, further exploring details of the learning content or more complex concepts.  
Figure 4. Watch/observation phase interface.  
Figure 5. Summary phase interface.  
* **POEWSQ Learning Model--Question**: Learners were required to ask questions about the content of this unit of study, including any difficulties encountered, questions that classmates might ask, and potential questions that the teacher may test them on (as shown in Figure 8).  
Figure 6: Explanation phase interface.  
Figure 7: Assessment phase interface.