Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom

Hsu, Ting Chia

doi:10.1080/10494820.2017.1283332

Cited by 32 publications

(16 citation statements)

References 26 publications

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“…Studies in related literature show that videos are often used as a means of teaching outside the classroom, while interactive tasks in which the students are actively participating are used as in-class activities (Basal, 2015;Graziano, 2017;Herreid & Schiller, 2013;Hsu, 2017;Lage, Platt, & Treglia, 2000;Roehling, Root Luna, Richie, & Shaughnessy, 2017;Song & Kapur, 2017;Zengin, 2017). Active participation and student-centered learning can be ensured through the use of videos that maintain students' attention and enable them to concentrate on the content (Herreid & Schiller, 2013).…”

Section: Who's Flipping?mentioning

confidence: 99%

The Impact of the Flipped Classroom Model on Students' Academic Achievement

Cabı

2018

IRRODL

155

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The aim of this study is twofold. First, it aims to investigate the impact of the Flipped Classroom (FC) Model on students’ academic achievement. Second, it reveals the students’ opinions about the model itself. For four weeks, the students in the experimental group were taught in a blended learning context where the FC Model was applied, while the lessons in the control group were carried out through traditional blended learning. Both groups were administered a test before and after the Flipped Classroom sessions. To analyze the data, a two-way ANOVA for Mixed Measures was conducted to compare the means of test scores of each group. The results showed that there were no statistically significant differences between the scores of the two groups. Coming to classes prepared and completing the assignments in class, so that students did not need to do assignments at home, were among the positive aspects of the FC Model. The problems encountered in this model, however, are categorized under three main titles: Motivation, Content, and Learning. At the end of the study, the advantages and disadvantages of the FC Model are identified in accordance with the participants’ opinions, and necessary suggestions made.

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Section: Who's Flipping?mentioning

confidence: 99%

The Impact of the Flipped Classroom Model on Students' Academic Achievement

Cabı

2018

IRRODL

155

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“…In this paper, I have taken inquiry learning as an example, but the same arguments used here could hold for other forms of engaged learning such as problem‐based learning, learning by self‐explanation, and peer tutoring. Technology in the form of online (virtual and remote) laboratories that give students the affordances to perform investigations can play an important role in enabling inquiry learning, but dedicated technologies are also available for other forms of engaged learning, such as peer tutoring, explanation‐based learning, and problem‐based learning (see, e.g., de Jong et al, ; C. Hsu, Tsai, & Wang, ; T. Hsu, ; Kim & Hannafin, ; Sansone, Ligorio, & Buglass, ; Walker, Rummel, & Koedinger, ). The use of technology enables the introduction of dedicated situations in the classroom, but it also facilitates the introduction of online dynamic and interactive support as part of the engaged teaching method.…”

Section: Resultsmentioning

confidence: 99%

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Jong

2019

Computer Assisted Learning

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What is the best approach to educating students is, evidently, the pivotal question in educational research. In the general debate on this question, clear positions are often taken―for example, whether teacher‐led instruction or more student‐directed approaches should be followed. In the current narrative review, this central question and the different stances taken are explored for a specific field of learning, STEM (science, technology, engineering, and mathematics) domains. The current article starts with an argument as to why the traditional, more directive teacher‐led educational approach to STEM learning may not always lead to deep conceptual knowledge and proposes exploring more engaged forms of learning. More specifically, a particular arrangement for engaged learning, inquiry learning, is taken as an example in this exploration. It is argued that the effects of educational methods are influenced by a multitude of (interacting) factors related to student and teacher characteristics, context, domain, frequency of use, timing, and probably more. Therefore, this article tries to outline a more nuanced and balanced stance towards choosing educational approaches. A picture is presented to show that adopting and combining different approaches, at both the lesson and the curricular levels, may be necessary to reach optimal levels of learning. Existing and upcoming technologies may play a decisive role in realizing this more complex, but also more realistic view of learning in STEM.

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“…In this new method students watch lectures on videos at home, and then come to class for discussion and interaction with teacher and other students. Studies show that videos are often used as a means of teaching outside the classroom, while interactive tasks in which the students are actively participating are used as in-class activities (Basal, 2015;Graziano, 2017;Hsu, 2017;Roehling, Root Luna, Richie, & Shaughnessy, 2017;Song & Kapur, 2017;Zengin, 2017).…”

Section: What's Flipped Classroom?mentioning

confidence: 99%

Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

Abdel-Maksoud

2019

IER

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Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.

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Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom

Cited by 32 publications

References 26 publications

The Impact of the Flipped Classroom Model on Students' Academic Achievement

The Impact of the Flipped Classroom Model on Students' Academic Achievement

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

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