The impact of student engagement on learning outcomes in a cyber-flipped course
The impact of student engagement on learning outcomes in a cyber-flipped course
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网络翻转课程中学生参与度对学习成果的影响
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
N. Chen
中科院分区：
文献类型：
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作者：
Li;I;Kinshuk;N. Chen
网络翻转课程采用翻转课堂教学法，在异步和同步课堂中使用完全在线的方法进行所有学习活动。文献表明，与非翻转课程相比，传统翻转课程可以有效地提高学生的学习成果。然而，使用完全在线的方法进行所有异步和同步学习活动尚未有报道。本文旨在探讨在网络翻转课程中，学生参与四种不同类型的学习活动如何影响他们的学习成果。结果表明，采用翻转课堂教学法的学习活动可以在完全的在线课程中成功实施和进行，并且学习者的时间和空间具有灵活性。本研究还发现，观看更多预先录制的视频讲座的学生往往更积极地参与同步学习活动，并获得更高的学期成绩；异步学习活动的较高完成度有利于学生对学习概念的理解。此外，那些按时参加同步课程并保持网络摄像头处于激活状态的学生，他们与同伴和老师的互动更频繁、更主动。
A cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions. Literature suggests that traditional flipped courses can effectively enhance students’ learning outcomes in comparison to non-flipped courses. However, conducting all asynchronous and synchronous learning activities using a wholly online approach has not been reported. This paper aimed to investigate how student engagement in four different types of learning activities affects their learning outcomes in a cyber-flipped course. Results show that the learning activities with the flipped classroom pedagogy can be successfully implemented and conducted in a wholly online course along with time and space flexibility for learners. This study also found that students who watched more pre-recorded video lectures tended to participate in the synchronous learning activities more actively and obtained a higher semester grade; higher completion of asynchronous learning activities had benefited students’ understanding of the learning concepts. Furthermore, students who had a high level of readiness by attending synchronous class sessions on time and keeping their webcams activated had more frequent and proactive interactions with their peers and instructor.