# The Effect of Flipped Classroom Integrated with the POEWSQ Learning Model on Programming Learning
## 2 Literature Review
### Flipped Classroom  
With the increased emphasis on programming logic courses in higher education institutions, it is a matter of concern to replace the traditional approach with innovative teaching methods and to ensure that students can adapt [36]. The flipped classroom strategy has attracted much attention among emerging learning methods. The flipped classroom is a student-centered teaching method first proposed by [PERSON] and [PERSON], who divided the teaching process into two parts: before class and in class. Before class, the teaching content in the traditional classroom is changed to allow students to watch videos or read textbooks at home. Students can arrange their own time for independent and asynchronous learning. The flipped classroom can reduce frustration and unnecessary pressure. Students who are absent from the class will not miss the course content. When students encounter something they do not understand when watching the teaching video, they can play it repeatedly or skip the part they have already mastered [37; 38; 39; 40]. In the classroom, since students have completed studying the textbooks at home, they can focus on applying the knowledge they have learned to solve challenging problems [41]. At this time, the teacher's role should change to guiding students to conduct discussions and help them understand and apply the knowledge more deeply [42].  
Many schools and teachers have begun to adopt flipped classrooms to help students learn, and the following are related studies on flipped classrooms:  
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2. [PERSON] et al. [43] applied the flipped classroom method to programming courses, requiring students to watch an instructional video before class and conduct multiple-choice question-answering activities in class. After class, students express their opinions on the discussion platform, share different viewpoints, and assist teachers in planning course activities for the next week. The results show that students who use flipped classroom learning are better than those who use traditional teaching methods in terms of programming attitude, learning performance, and learning motivation.
3. [PERSON] et al. [44] adopted a flipped classroom teaching method on isometric transformation in junior high school mathematics courses. In the pre-class phase, students independently watch the video and answer the online quiz. During the class, higher-order thinking skills are developed through group learning, communication, and discussion. The post-class period provides reflection and course feedback. The results show that the flipped classroom effectively improves students' higher-order thinking skills, attracts attention, enhances learning interests and confidence, and improves teachers' teaching abilities.  
However, for teachers, pre-recording instructional videos and preparing other textbooks required for flipped classrooms is very time-consuming [11], and the workload increases significantly. In addition, since flipped classrooms rely heavily on students' self-directed learning, some students may need a lot of motivation to stay focused and complete the pre-class learning tasks given by the teacher [39]. Students who do not complete on time cannot fully participate in subsequent class discussions and problem-solving activities [40].  
Therefore, this study proposes integrating the flipped classroom with the POEWSQ learning model for programming learning to address deficiencies in students' pre-class learning, promote deeper learning, and help them effectively organize and understand the learning content, ultimately enhancing their programming learning effectiveness.