Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students’ learning experience?

Huang, Lanzi; Wang, Kai; Li, Shihua; Guo, Jianwen

doi:10.3389/fpsyg.2022.1098585

Cited by 8 publications

(2 citation statements)

References 77 publications

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“…Research has revealed that the use of WeChat in a MOOC-based Flipped Classroom approach leads to better performance in terms of watching video lectures and completing online exercises before class. [24] The development of science and technology has brought great convenience to education, and more educational tools need to be developed. Additionally, exploring the association between Flipped Learning readiness, engagement [25], or other aspects of online Flipped Classrooms can be a future research direction.…”

Section: Discussionmentioning

confidence: 99%

A Bibliometric and Visualization Analysis of Flipped Classroom Research in Higher Education from 2013 to 2022

Gong

2023

jeit

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As a teaching approach, Flipped Classroom has been studied extensively since its emergence, despite the widespread use of flipped classrooms across different disciplines, few attempts have been made to systematically analyze the worldwide scientific production of Flipped Classroom studies in higher education using bibliometric methods. The objective of this study is to provide an overview of the current landscape of Flipped Classroom research in higher education. Data was collected from the Web of Science core collection, from articles published between 2013 and 2022, resulting in a total of 760 documents. The data was analyzed using CiteSpace for visualization and interpretation. Results showed that the USA and China are the primary research countries in the field of Flipped Classroom, with Hwang, Gwo-Jen being the most prolific researcher. Keywords such as "active learning", "performance", and "student engagement" were frequently utilized across the analyzed documents. With the rapid growth of Internet mobile technology, "online learning" in the context of Flipped Classroom has become a significant area of interest in recent years. These findings have important implications not only for educators but also for researchers in various disciplines, including nursing education, mathematics education, English language learning and teaching, mechanical engineering, and more. The outcomes of this study may support relevant researchers in seeking potential collaborators and reviewing current topics and frontiers in Flipped Classroom studies, while also providing insights for further in-depth research. Overall, this bibliometric and visualization analysis provides valuable insights into the current state of research on the Flipped Classroom in higher education and highlights areas for future exploration.

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Section: Discussionmentioning

confidence: 99%

A Bibliometric and Visualization Analysis of Flipped Classroom Research in Higher Education from 2013 to 2022

Gong

2023

jeit

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“…This study aimed to investigate the effectiveness of online teaching in oral medicine, which focuses on the introduction to oral science, available on the website platform and mobile devices since 2017[ 21 - 27 ]. Our findings may reflect the benefit of using the MOOC format to disseminate knowledge in oral medicine and study the demographics and course engagement of learners thus far[ 28 , 29 ].…”

Section: Introductionmentioning

confidence: 99%

Behavior analysis and formative assessments in online oral medicine education during the COVID-19 pandemic

Ye¹,

Zhao²,

Teng³

et al. 2023

World J Clin Cases

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The modern medical education system has gradually evolved starting from 1910 incorporating the suggestions by Abraham Flexner, his public disclosure of the poor conditions at many medical schools provided a means to galvanize all the constituencies needed for reform to occur. He could say what other reformers could not, due to their links to the medical education community. But now we are again going back to a pre-Flexnerian state due to multiple reasons such as gradually diminishing importance of basic science subjects for the students, the decline in the number and quality of investigator initiated research among clinical researchers, lesser emphasis to bedside training by means of detailed clinical examination and making appropriate observation of signs to reach to a diagnosis rather than over reliance on the laboratory tests and radiological modalities for the diagnosis, poor exposure to basic clinical skills starting from college throughout residency and the trend of disrespect and absenteeism from both theoretical and clinical/practical classes. The attitude of students is just to complete their required attendance so that they are not barred from appearing in examinations. This de-Flexnerization trend and regression to pre-Flexnerian era standards, ideologies, structures, processes, and attitudes, are bound to beget pre-Flexnerian outcomes, for you get what you designed for.

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Improving the effectiveness of video-based flipped classrooms with question-embedding

Deng,

Feng,

Shen

2023

Educ Inf Technol

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Although video-based flipped learning is a widely accepted pedagogical strategy, few attempts have been made to explore the design and integration of pre-class instructional videos into in-class activities to improve the effectiveness of flipped classrooms. This study investigated whether question-embedded pre-class videos, together with the opportunity to review these questions at the beginning of in-class sessions, affected student learning processes and outcomes. Seventy university students from two naturally constituted classes participated in the quasi-experimental study. The experiment adopted a pre-test/post-test, between-subjects design and lasted for six weeks, with the same instructional content for the experimental and control groups. Students’ age, sex, pre-experiment motivation, prior knowledge, and perceived knowledge were controlled for in the study. The results indicate that the educational intervention significantly strengthened learning performance, likely due to the increased regularity of engagement with pre-class materials. The intervention did not influence student satisfaction with the pre-class videos or the video viewing duration. Overall, the findings suggest that instructors should consider embedding questions in pre-class videos and reviewing them at the beginning of in-class sessions to facilitate student learning in video-based flipped classrooms.

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Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students’ learning experience?

Cited by 8 publications

References 77 publications

A Bibliometric and Visualization Analysis of Flipped Classroom Research in Higher Education from 2013 to 2022

A Bibliometric and Visualization Analysis of Flipped Classroom Research in Higher Education from 2013 to 2022

Behavior analysis and formative assessments in online oral medicine education during the COVID-19 pandemic

Improving the effectiveness of video-based flipped classrooms with question-embedding

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