Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Abstract

The aim of this research is to identify students' perception of the utilization of wikis, LINE, and flipped teaching strategies in a Research Methodology course at a university in Taiwan. Q-methodology, a combination of qualitative and quantitative research, was employed for this study, and sixteen participants were asked to rank-order 30 statements related to the integration of wikis and LINE in a flipped classroom. Correlation, a centroid factor analysis, and judgmental rotation were used to identify the significant factors. The two factors that represented groups of participants with a similar perception were extracted and the results were as follows; (1) learners could be divided into those with a strong positive feeling about group-based activities and selfpaced learning (Collaborative Achiever) and those who had a positive reaction to collaboration, but expressed concern about tension caused by competition (Collaborative Competitor), and (2) all the participants agreed that they were highly engaged and motivated when using Wikispaces and LINE in the flipped classroom based on the advantages of a timely and easy-to-use IT environment, self-regulated learning, virtual community companion, collaborative work, and the building and sharing of knowledge. The theoretical and practical implications of the results were discussed.

Effects of social media and design thinking on corporate identity design course in Taiwan

“…It was evident from the feedback received from the teachers, the experts, and the learners in the experimental group that the social media and design thinking-integrated pedagogy was helpful to both the teaching and learning processes. In congruence with the views of researchers such as Alabdulkareem (2015), Bosch (2009), Chen and Chen (2017), Shih et al. (2015) and Madge et al.…”

“…Some studies have also been carried out on learners’ use of instant messaging platforms like Line App. It is important to first note that Line App’s use in Taiwan is more common among smartphone users, and is more popular than Facebook, YouTube, WeChat and Instagram (Chen and Chen, 2017). This suggests the need to focus more attention on how this App is being used for educational purposes, especially among learners.…”

“…Learners can freely interact and share content with classmates through social media platforms, such as Facebook. They can also collaborate and devise imaginative ways of accomplishing their assignments (Aydin, 2012; Chen and Chen, 2017; Gikas and Grant, 2013; Harris, 2008; Madge et al., 2009). As a result, learners exchange valuable educational information in a sociable and relaxed manner.…”

Systematic Reviews in Educational Research

“…To avoid making similar mistakes, we recommended that each video be limited to six minutes and all combined video segments be no more than 20-25 min. With this principle applied, Chen and Chen (2018) confirmed that the assigned workload was bearable for the students in their flipped research methodology course.…”

Q methodology and the sociotechnical perspective

“…Literature on Q methodology typically describes the process in three to seven steps. Those using fewer steps combine steps such as defining the concourse and deriving Q sample items from the concourse into one step (Chen and Chen 2018). While the number of steps differs, the generally accepted approach remains the same.…”