From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students’ dance performance, self‐efficacy and task load in flipped learning

Hsia, Lu‐Ho; Hwang, Gwo‐Jen

doi:10.1111/bjet.12911

Cited by 22 publications

(19 citation statements)

References 42 publications

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“…Based on the number of publications on blended learning in physical education from 2011 to 2022, studies conducted in China accounted for 41 per cent of the total number of publications ( n = 9). From the nine studies, Lin, Hsia, and Hwang authored five studies ( 27 , 29 , 30 , 36 , 39 ). The next highest number of publications on blended learning in physical education was conducted in Spain ( n = 6) and the United Kingdom ( n = 3), while each of the remaining studies was conducted in countries such as the United States, Singapore, Australia, and Ireland.…”

Section: Resultsmentioning

confidence: 99%

“…Blended learning is a pedagogical framework based on multiple theories of teaching and learning. This review discovered that the theories presented in the articles include self-determination theory (SDT) ( 22 , 31 ), WSQ-based flipped learning model ( 29 ), ARQI-based flipped learning model ( 30 ), constructivism theory ( 34 , 37 ), hybrid learning theory ( 35 ), post-humanism theory ( 37 ), cognitive apprenticeship and reflective practice theory ( 36 ), ICRA-based flipped learning model ( 39 ), and 3C model ( 42 ). However, of the 22 articles included in this review, 12 articles did not report a theoretical framework that was used to guide their research and teaching practice.…”

Section: Resultsmentioning

confidence: 99%

“…There were also two articles on theory courses ( 37 , 42 ). In addition, most of the current blended learning articles explored dancing ( 27 , 29 , 30 , 38 ), followed by basketball ( 28 , 31 ), football ( 26 ), Wushu ( 35 ), billiards ( 36 ), and badminton ( 39 ). A total of seven articles did not refer to specific areas of the physical education ( 17 , 24 , 25 , 32 – 34 , 41 ).…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Blended learning in physical education: A systematic review

Wang

Dev²,

Soh³

et al. 2023

Front. Public Health

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This review aims to provide a detailed overview of the current status and development trends of blended learning in physical education by reviewing journal articles from the Web of Science (WOS) database. Several dimensions of blended learning were observed, including research trends, participants, online learning tools, theoretical frameworks, evaluation methods, application domains, Research Topics, and challenges. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a total of 22 journal articles were included in the current review. The findings of this review reveal that the number of blended learning articles in physical education has increased since 2018, proving that the incorporation of online learning tools into physical education courses has grown in popularity. From the reviewed journal articles, most attention is given to undergraduates, emphasizing that attention in the future should be placed on K-12 students, teachers, and educational institutions. The theoretical framework applied by journal articles is also limited to a few articles and the assessment method is relatively homogeneous, consisting mostly of questionnaires. This review also discovers the trends in blended learning in physical education as most of the studies focus on the topic centered on dynamic physical education. In terms of Research Topics, most journal articles focus on perceptions, learning outcomes, satisfaction, and motivation, which are preliminary aspects of blended learning research. Although the benefits of blended learning are evident, this review identifies five challenges of blended learning: instructional design challenges, technological literacy and competency challenges, self-regulation challenges, alienation and isolation challenges, and belief challenges. Finally, a number of recommendations for future research are presented.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Blended learning in physical education: A systematic review

Wang

Dev²,

Soh³

et al. 2023

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…Originally proposed by Kirch (2012), WSQ strategies have been widely applied in flipped learning activities, in which researchers have indicated their effectiveness in promoting learners' reflection on the learning process through being required to summarise and question based on the learning materials (Hsia et al, 2019). In addition, researchers have developed more strategies to facilitate reflection in the learning process based on WSQ, such as annotation, summarising, questioning (Lin et al, 2019) and annotation, reflection, questioning and interflow (Hsia et al, 2020). Brown and Walter (2014) confirmed the effectiveness of WSQ in promoting deep reflection and pointed out that self-assessment or PA is a cognitive process from the lower cognitive level to the higher thinking level and that integrating proper strategies such as WSQ to scaffold this process is needed.…”

Section: Wsq Learning Strategiesmentioning

confidence: 99%

A WSQ-based mobile peer assessment approach to enhancing university students’ vocal music skills and learning perceptions

Liu

Wan

et al. 2021

AJET

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Peer assessment has been regarded as an effective learning strategy in art education, such as in music, dance and art design. For music education, technology-supported peer assessment makes it easier for learners to reflect on their learning performance. However, the process of reflection needs solid and systematic theoretical knowledge. In terms of vocal music, which develops students’ singing skills, it is difficult for learners to compare their own works with those of others because of a lack of sufficient theoretical knowledge. Therefore, a WSQ (watch-summary-question)-based mobile peer assessment approach was used to help learners reflect based on their theoretical knowledge with the support of WSQ learning sheets. To investigate the effectiveness of the approach, an experiment was carried out in a Chinese university. The experimental group (N = 22) learned with the WSQ approach, whereas the control group (N = 22) adopted a mobile peer assessment approach without WSQ. Vocal music skills, learning attitude and learning motivation were assessed. The experimental results indicate that the approach effectively enhanced the students’ vocal music skills but did not improve their learning motivation or attitude. In addition, a higher correlation between teacher scoring and peer scoring was found for the experimental group. Implications for practice or policy: Technology has a great potential in supporting art education and integrating technology into vocal music education should follow the rules of music education. Developing students’ reflective thinking skills in vocal music education is challenging, but attainable; it needs considered instructional design and sustained efforts from students.

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“…Therefore, reflective thinking skills, one of HOTS, influence learning achievement in terms of cognitive, affective, and psychomotor aspects. Several studies mention that reflective thinking contributes to learning achievement, including the research of Farahian, Avarzamani, and Rajabi (2020), Akpur (2020), Pham et al (2020), Hsia and Hwang (2020), Aslam et al (2021), Safari, Davaribina, and Khoshnevis (2020), etc. Studies related to reflective thinking and its relationship to learning achievement tend to be carried out partially or only part in certain situations, so that it is difficult to see as a whole.…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis Study: The Relationship Between Reflective Thinking And Learning Achievement

Chamdani

Yusuf²,

Salimi

et al. 2022

ERIES Journal

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Reflective thinking is a must-have skill to connect the knowledge obtained with previous knowledge and can be seen from learning achievement. This study aims to prove and determine the relationship between reflective thinking and learning achievement and its effect size. This study used a quantitative meta-analysis method. Reflective thinking is the independent variable and learning achievement is the dependent variable. The data sources were obtained from online database searches on Google Scholar and international journal platforms from 2012 to 2021. Based on the search, 22 research publications met the predetermined criteria through a strict screening. Quantitative meta-analysis with correlation meta-analysis type was used to analyze the data. The software used was JASP 0.8 4.0. The results showed that this research Ho is rejected. It can be concluded that there was a significant relationship between reflective thinking and student achievement (z = 8.139; p < 0.001; 95%CI [0.400; 0.654]). The effect of reflective thinking on student achievement was in the medium category (rRE = 0.527). The findings are consistent with those of previous research on reflective thinking skills and learning achievement.

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From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students’ dance performance, self‐efficacy and task load in flipped learning

Abstract: Her research interests include flipped classrooms, mobile learning and physical education.

Cited by 22 publications

References 42 publications

Blended learning in physical education: A systematic review

Blended learning in physical education: A systematic review

A WSQ-based mobile peer assessment approach to enhancing university students’ vocal music skills and learning perceptions

Meta-Analysis Study: The Relationship Between Reflective Thinking And Learning Achievement

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