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BP-CM Model: A teaching model for improving the teaching quality of IoT hardware technology based on BOPPPS and memory system

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Abstract

This paper proposes the BP-CM teaching model to solve the problems of lagging classroom feedback, poor learning initiative of students and students rapidly forgetting what they have learned in Internet of Things (IoT) hardware technology courses. This BP-CM(BOPPPS, PAD, cyclic memory, memory system) teaching model is based on BOPPPS(Bridge in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary), PAD(Presentation, Assimilation, and Discussion), and the memory system model. This paper compares the BP-CM teaching model with the traditional teaching model by having research participants teach and learn separately in each teaching model. Taking the Microcontroller Unit (MCU) course as an example, this paper introduces each link of the teaching design of this model. It also explains the design method and intention of each link. Finally, the practical results indicate that the BP-CM teaching model proposed in this article positively impacts students’ learning initiative and memory. In addition, teachers can obtain timely feedback using the BP-CM model, and the model significantly improves students' knowledge and ability levels. It enhances the teaching quality of IoT hardware technology courses and is conducive to cultivating students' sustainable learning abilities. This research not only promotes education and teaching reform but also provides a reference case.

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Availability of data and materials

The data generated or analysed during this study are available from the corresponding author on reasonable request.

Abbreviations

BOPPPS:

Bridge in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary.

PAD:

Presentation, Assimilation, and Discussion.

IoT:

Internet of Things

MCU:

Microcontroller Unit

FC:

Flipped classroom

PBL:

Problem-based learning

OBE:

Outcome-based education

PDCA:

Plan, Do, Check, Action

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Acknowledgements

This work is supported by the following project funds: the Educational Cooperation and Education Project of the Ministry of Education (No. 202002293006, No. 202101142028), the Research and Practice Project of Education and Teaching Reform in Higher Vocation of Guangdong Province (No. GDJG2019082, No. GDJG2021091), the Engineering Construction project of Science, Industry and Education Integration Practice Teaching Base-31 of Guangdong Province (2021), the Graduate Education Innovation Project of Guangdong Province (No. 2020JGXM079), the Special Projects in Key Fields of Ordinary Universities in Guangdong Province (No. 2021ZDZX1087), Research Fund of Guangdong Polytechnic Normal University under Grant (No. 2022SDKYA015).

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Authors and Affiliations

  1. School of Computer Science, Guangdong Polytechnic Normal University, Guangzhou, 510665, China

    Rongjun Chen, Xiaomei Luo, Leijun Wang, Jiawen Li & Xianxian Zeng

  2. College of Fine Arts, Guangdong Polytechnic Normal University, Guangzhou, 510665, China

    Qiong Nie

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  1. Rongjun Chen
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Contributions

RC and LW conceptualize the research design and methodology and puts forward the idea of innovative idea. JL and XZ revises and explain related work. XL write this paper and has made contributions to data collection, analysis, and interpretation. RC and QN revise and review this article. All authors read and approved the final manuscript.

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Correspondence to Qiong Nie.

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Chen, R., Luo, X., Nie, Q. et al. BP-CM Model: A teaching model for improving the teaching quality of IoT hardware technology based on BOPPPS and memory system. Educ Inf Technol 28, 6249–6268 (2023). https://doi.org/10.1007/s10639-022-11432-7

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