Integrating mobile learning and SPOC‐based flipped classroom to teach a course in water supply and drainage science and engineering

Abstract

To promote the combination of mobile learning (m‐learning) in new courses contexts and improve students' learning outcomes, an integrated method of m‐learning and small private online course (SPOC)‐based flipped classroom was proposed and used for teaching the “hydrology” course at Xi'an University of Architecture and Technology (XAUAT). The offering of the new methodology was composed of preclass (knowledge acquisition), in‐class (knowledge internalization), and after‐class (knowledge application) stages, and the WeChat applet Mu classroom with m‐learning technology was adopted in the in‐class stage. To improve the teacher–student interactions and communication, several interactive activities were designed based on Mu classroom, including random roll calls, open questions, objective questions, discussion, and extended discussion. After using the integrated method, the average score of each final exam was improved significantly (p < .05), and the failed (<60) percentage was decreased significantly (p = .002 < .01). Positive correlation between the scores of in‐class quizzes and discussion and final exam were obtained (R2 = .530, p < .001), indicating that students' outcomes were greatly affected by mobile learning. Moreover, positive feedback from students' questionnaires confirmed that the integrated approach was effective and could motivate students' learning interests and knowledge understanding.

Applications of Reciprocal Teaching in Flipped Classroom to Facilitate High Level of Cognition for Sustainable Learning Practices

“…The flipped classroom has become a popular teaching strategy recently [2][3][4][5][6]. Fulton [7] claimed that the flipped classroom is advantageous for learning because (1) students move at their own pace; (2) doing "homework" in class gives teachers better insight into student difficulties and learning styles; (3) teachers can more easily customize and update the curriculum and provide it to students 24/7; (4) classroom time can be used more effectively and creatively; (5) teachers using the method report seeing increased levels of student achievement, interest, and engagement; (6) learning theory supports the new approaches; and (7) the use of technology is flexible and appropriate for "21st century learning." For these reasons, the flipped approach was successfully applied in engineering education [3][4][5][6].…”

“…Fulton [7] claimed that the flipped classroom is advantageous for learning because (1) students move at their own pace; (2) doing "homework" in class gives teachers better insight into student difficulties and learning styles; (3) teachers can more easily customize and update the curriculum and provide it to students 24/7; (4) classroom time can be used more effectively and creatively; (5) teachers using the method report seeing increased levels of student achievement, interest, and engagement; (6) learning theory supports the new approaches; and (7) the use of technology is flexible and appropriate for "21st century learning." For these reasons, the flipped approach was successfully applied in engineering education [3][4][5][6]. For example, Mavromihales and Holmes [3] presented a method to deliver a workshop based on the flipped learning approach.…”

“…Student learning was assessed, and outcomes from the flipped approach and the lecture approach showed no statistically significant differences because it was an inquiry-based course since its inception. Zhang and his colleagues [6] integrated mobile learning and SPOC-based flipped classroom to teach an engineering course.…”

Music teachers’ professionalism: Realizing intercultural competence in guzheng education when using a MOOC

“…However, the aesthetic needs of music are gradually growing, and traditional guzheng skills can hardly keep pace with them. In view of this, today, guzheng should absorb elements of the new era, experience innovation, and evolve (Zhang et al, 2018 ).…”