How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals

Sun, Zhiru; Xie, Kui

doi:10.1016/j.iheduc.2020.100731

Cited by 36 publications

(29 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such readiness is referred to as learner preparedness in the present study, emphasising learners' active and targeted preparation for in-class learning and activities. Students' preparedness in flipped classrooms may directly influence their engagement in in-class activities and their academic achievement (Rahman et al, 2015;Stockwell, 2008;Sun & Xie, 2020). However, few empirical studies have attempted to investigate the effects of learner preparedness on students' in-class performance (Sun & Xie, 2020).…”

Section: Learner Preparedness In Flipped English As a Foreign Language (Efl) Classroomsmentioning

confidence: 99%

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Jiang

Jong

Lau

et al. 2021

AJET

View full text Add to dashboard Cite

The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all students’ in-class task performance was recorded, based on which the metrics of oral complexity were coded and computed. A two-way between- and within-subjects repeated measures design was conducted to examine the effects of the group factor, the time factor and the group × time interaction effects. The results showed that the EG students performed statistically better than their counterparts in the CG on lexical complexity and syntactic complexity. Moreover, significant improvement in phrasal complexity was witnessed over time in both groups. Significant group × time interaction effects were witnessed on overall complexity or subordination complexity. The gradients of the EG trajectories of the two metrics were greater than those of the CG. However, on phrasal complexity, the interaction effect was not significant.

show abstract

Section: Learner Preparedness In Flipped English As a Foreign Language (Efl) Classroomsmentioning

confidence: 99%

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Jiang

Jong

Lau

et al. 2021

AJET

View full text Add to dashboard Cite

show abstract

“…On the contrary, in a flipped learning class, the focus shifts from post-class to pre-class and inclass activities, in order to encourage students' self-regulation and active participation (Long et al, 2016). Thus, the success of flipped learning depends on whether students take responsibility for and regulate their behaviour to complete pre-class activities (Han & Klein, 2019;Huang & Hew, 2018;Sun & Xie, 2020).…”

Section: Self-regulation In Flipped Learningmentioning

confidence: 99%

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Kim

Joo

2021

AJET

View full text Add to dashboard Cite

For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-P™ model (flexible environment, learning culture, intentional content, and professional educator). This study empirically examines the effect of both learner-related factor (self-regulated learning) and design-related factor (design fidelity) on learning outcomes (satisfaction, continuance intention) in a university flipped course. We hypothesised that flipped learning design fidelity and self-regulated learning affect student satisfaction and intention to continue participating in a flipped learning course. The participants were 134 Korean students of a university course taught in a flipped learning mode. The results revealed that the level of flipped learning design fidelity had a significant effect on satisfaction, but did not affect continuance intention. In addition, the level of self-regulated learning had a significant effect on satisfaction and continuance intention. Drawn from the key findings, we suggest implications for the design of flipped learning courses in a university context.

show abstract

“…Several researchers have recorded the efficacy of the flipped classroom on students' performance and perceptions over the traditional lectures in multiple disciplines, such as anatomy and histology (Topping, 2014; Veeramani et al, 2015; Bakr et al, 2016a; Cheng et al, 2017; Morton and Colbert‐Getz, 2017; Day, 2018; Fleagle et al, 2018), physiology (Tune et al, 2013; Street et al, 2015; Gopalan and Klann, 2017; Megaw and Zimanyi, 2019), biochemistry (Ojennus, 2016; Taylor et al, 2017; Williams et al, 2018), radiology (Belfli et al, 2015; O’Connor et al, 2016), and emergency medicine (Heitz et al, 2015; Lew, 2016; Kraut et al, 2019). Moreover, this educational methodology has been shown to improve learning outcomes in other nonmedical disciplines including dentistry (Park and Howell, 2015; Bakr et al, 2016a; Kellesarian, 2018), pharmacy (Pierce and Fox, 2012; McLaughlin et al, 2014; Koo et al, 2016; Kugler et al, 2019), nursing (Critz and Knight, 2013; Woodruff et al, 2014; Della Ratta, 2015; McCutcheon et al, 2015; Betihavas et al, 2016; Hanson, 2016), physics (Deslaureiers et al, 2011; Cagande and Jugar, 2018), engineering (Mason et al, 2013; Priyaadharshini and Sundaram, 2018; Castedo et al, 2019; Lo and Hew, 2019), and mathematics (Freeman et al, 2014; Grypp and Luebeck, 2015; Sun et al, 2018; Sun and Xie, 2020).…”

Section: Introductionmentioning

confidence: 99%

Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

Sadik

Abdulmonem

2020

Anatomical Sciences Ed

View full text Add to dashboard Cite

One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018-2019) and the traditional group (49 students) of the academic year (2017)(2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads.

show abstract

How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals

Cited by 36 publications

References 67 publications

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

Contact Info

Product

Resources

About