Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Abstract

In recent years, most studies on flipped classrooms or flipped learning have focused on learners' motivation, academic achievement and teachers' and students' perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most secondlevel contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.

A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory

“…Flipped classroom is important as a culture transmission tool, because it uses videos during extracurricular time and supports enculturation of the individual by a more knowledgeable person and therefore ZPD (Steen-Utheim and Foldnes, 2018;Zheng et al, 2020). Also, in social aspect, the social structures, tools, and values are transmitted to students in extracurricular time.…”

“…As a result of ZPD, the individual will work in the same group with a more knowledgeable peer and will improve themselves. Also, in a flipped classroom, the videos prepared by the teacher and more knowledgeable peers (Steen-Utheim and Foldnes, 2018;Zheng et al, 2020) will support the individual's learning.…”

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

“…The issue is not limited to basic infrastructure equipment, but also to aspects related to its adoption in the classroom, the ability to clarify the educational opportunities it offers and to know the pedagogical paths that lead to its implementation [8]. For this reason, teachers must assume new methodological paradigms in which ICTs are included, promoting positive attitudes in students [9][10][11][12].…”

Introducing tablet computers to a rural primary school: An Activity Theory case study

“…The study explored existing Contradictions in the teachers' practice, which enabled the researchers to see how PD might help teachers to resolve the Contradictions. Zheng, Kim, Lai and Hwang (2019) used Activity Theory at classroom level to explore flipped learning. In Zheng et al's study, the classroom was identified as a system and the use of Activity Theory enabled them to find Contradictions between all elements of the System and thus to make recommendations about how the implementation of flipped learning could be more effective.…”