Literaturnachweis - Detailanzeige
| Autor/in | Hsu, Ting-Chia |
|---|---|
| Titel | Behavioural Sequential Analysis of Using an Instant Response Application to Enhance Peer Interactions in a Flipped Classroom |
| Quelle | In: Interactive Learning Environments, 26 (2018) 1, S.91-105 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1049-4820 |
| DOI | 10.1080/10494820.2017.1283332 |
| Schlagwörter | Interaction; Peer Relationship; Homework; Video Technology; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Undergraduate Students; Student Behavior; Feedback (Response); Foreign Countries; Computer Science Education; Coding; Blended Learning; Taiwan |
| Abstract | To stimulate classroom interactions, this study employed two different smartphone application modes, providing an additional instant interaction channel in a flipped classroom teaching fundamental computer science concepts. One instant interaction mode provided the students (N = 36) with anonymous feedback in chronological time sequence, while the other showed their feedback by "like" ranking (N = 26). The behavioural patterns of undergraduates using these two different modes were compared. The results showed that the like-ranked feedback deepened the interaction between asking and answering questions, reduced the number of irrelevant messages, and increased attention to questionable messages. The students using the like-ranking mode also received more encouragement during the flipped classroom discussion activities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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