The Impact of Student Engagement on Learning Outcomes in a Cyber-Flipped Course

Autor/inn/en	Lin, Li-Chun; Hung, I-Chun; Kinshuk; Chen, Nian-Shing
Titel	The Impact of Student Engagement on Learning Outcomes in a Cyber-Flipped Course
Quelle	In: Educational Technology Research and Development, 67 (2019) 6, S.1573-1591 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Nian-Shing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09698-9
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; Video Technology; Teaching Methods; Asynchronous Communication; Learner Engagement; Learning Activities; Program Effectiveness; Online Courses; Grades (Scholastic); Readiness; Attendance; Interaction; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Online course; Online-Kurs; Notenspiegel; Anwesenheit; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01