Exploring Student Interactions with Preparation Activities in a Flipped Classroom Experience

Autor/inn/en	Pardo, Abelardo; Gasevic, Dragan; Jovanovic, Jelena; Dawson, Shane; Mirriahi, Negin
Titel	Exploring Student Interactions with Preparation Activities in a Flipped Classroom Experience
Quelle	In: IEEE Transactions on Learning Technologies, 12 (2019) 3, S.333-346 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pardo, Abelardo) ORCID (Jovanovic, Jelena) ORCID (Dawson, Shane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2018.2858790
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; Video Technology; Readiness; Integrated Learning Systems; Undergraduate Students; Foreign Countries; Learning Strategies; Learner Engagement; Australia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Australien
Abstract	The success of the flipped classroom (FC) is effectively reliant on the level of student engagement with the preparatory activities prior to attending face-to-face teaching sessions. Information about the nature and level of student engagement with these activities can help instructors make informed decisions regarding how to best support student learning. Despite the comprehensive data collection enabled by the increasing presence of education technologies, few studies have used these data to investigate the range of strategies students employ in FC models. This study addresses this deficit by proposing an analytical approach that allows for exploring, first, the strategies students use to interact with online preparation activities; and, second, evolution of those strategies over the duration of a course delivered with a FC pedagogy. The proposed approach identified eight learning strategies and six trajectories of strategy change over the duration of the course, with statistically significant effects of strategy change trajectories on academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01