An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms

Ye, Xindong; Chang, Yin‐Cheng; Lai, Chiu-Lin

doi:10.1080/10494820.2018.1495651

Cited by 39 publications

(19 citation statements)

References 40 publications

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“…Chao, Chen, and Chuang (2015) proposed a collaborative problem‐based flipped learning strategy whereby students actively engaged in group discussion, which increased their learning attitudes and learning motivation. Recently, Ye, Chang, and Lai (2018) proposed an interactive problem‐posing guiding strategy in the flipped learning mode to improve students' learning performance and engage them in effective problem‐posing activities. They found that this learning approach was more effective in terms of learning achievement and self‐efficacy in the natural science course.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A number of studies have indicated the advantages of problem‐posing strategies for helping students concentrate on the learning content (Chang et al, 2012), enhancing students' group self‐efficacy and learning achievement, and reducing their cognitive load (Wang & Hwang, 2017), and improving students' self‐efficacy (Ye et al, 2018) and problem‐solving ability (Akben, 2020; Suarsana et al, 2019). Researchers have indicated that adopting problem‐posing strategies in the teaching activities enables students to carry out problem posing on their own.…”

Section: Literature Reviewmentioning

confidence: 99%

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Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy

Hwang

Chang

Song

et al. 2020

Computer Assisted Learning

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Scholars have suggested that flipped learning can be enhanced by designing effective in‐class learning activities to improve students' higher order thinking skills. Problem posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking skills. However, it has been reported as a challenging task for most students. Research evidence has indicated the potential of engaging students in group learning with step‐by‐step hints when conducting problem‐posing activities. Therefore, this study proposed a multilevel concept mapping‐based problem‐posing strategy to assist students in completing the problem‐posing tasks in flipped learning. To understand the effectiveness of the proposed strategy, a flipped learning system was developed and adopted in the science class of an elementary school. Seventy‐five fifth graders from three classes were divided into experimental group A, experimental Group B and a control group. Students in Group A used the concept map‐guided problem‐posing strategy for flipped learning (CMPP‐FL), students in Group B used the problem‐posing strategy‐based flipped learning, while students in the control group used the conventional flipped learning strategy. The results showed that the CMPP‐FL was effective in terms of improving students' learning performance, especially for students with higher levels of critical thinking tendency.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy

Hwang

Chang

Song

et al. 2020

Computer Assisted Learning

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“…Mayer (1998) argued that problem posing can allow students to have positive attitudes toward course content and can enhance their metacognition abilities. Many studies have shown that the strategy of problem posing can allow students to engage in multi‐perspective thinking, which then boosts their abilities of critical thinking, creative thinking and reflection (Kalmpourtzis, 2019; Kopparla et al, 2019; Sung, Hwang, & Chang, 2016; Ye, Chang, & Lai, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

Hwang¹,

Huang²,

Wang³

et al. 2020

Brit J Educational Tech

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In language courses, it is important to foster students’ systematic thinking and to develop their competence to express, appreciate, criticize and reflect, in particular in such courses as classical Chinese, which aim to develop students’ cultural and literature knowledge. Problem posing is a promising strategy to achieve this objective. However, without sufficient supports, students could feel frustrated since problem posing is a challenging task, in particular for young students. In this study, a fill‐in concept mapping‐based problem‐posing approach was proposed to address this problem. A learning system was developed based on the proposed approach and a quasi‐experiment was conducted on an eighth‐grade classical Chinese course to evaluate the performance of the proposed approach. The experimental results show that the concept mapping‐based problem‐posing approach improved the students’ learning achievement, critical thinking tendency and problem‐posing quality. The interview results further show that the students perceived the approach as being effective from the perspectives of “Improving article comprehension,” “Improving problem‐posing performances,” and “Boosting diverse thinking.”

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“…The basic principle of a flipped classroom is to substitute explicit instruction with video content and to allow learners inside the classroom to concentrate on critical learning experiences with their teachers (Chen et al, 2014;Koponen, 2019). In this approach, learners are researchers by themselves by utilizing technologies successfully through studying beyond the school boundary, encouraging analytical thought, self-development, cognitive skills and collective work among students make a difference in the educational outcomes of the learners (Baytiyeh et al, 2017;Chen et al, 2019;Koponen, 2019;Shih et al, 2019b;Ye et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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2020

EUROPEAN J ED RES

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Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019;(2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles has produced 1,155 citations; (4) the three highest order of author keywords most widely used in flipped classroom articles were flipped classroom, active learning, and blended learning; (5) author collaboration with strong links only occurred in 21 authors through one document; (6) institutional collaboration with strong links formed through 28 collaborating institutions; and (7) state statistics were formed into three clusters and spread across various countries through contributions from authors who were in charge of 456 institutions. The flipped classroom model can be concluded as an educational model that is currently popular among researchers.

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An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms

Cited by 39 publications

References 40 publications

Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy

Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

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