Abstracts
Abstract
This study proposes a teaching model called “flipped classroom combined with group awareness” (FC+GA) to address the challenge of student preparedness in a traditional flipped classroom (FC) model setting. The FC+GA model incorporates group awareness tools, which provide visual information such as statistical tables and graphs, that allow students to see their online learning status along with that of their peers. By using these tools, students can have a better understanding of how well-prepared they are compared with their peers. This knowledge can motivate them to improve their efforts to prepare before class. The study conducted an extended experiment to analyze the effectiveness of the FC+GA model compared with the traditional FC model. The results show that the FC+GA model significantly improves students’ preparation efforts before class and enhances students’ learning outcomes. The study therefore concludes that the FC+GA model can be used as a practical reference and model for instructors preparing to implement flipped classrooms.
Keywords:
- flipped classroom,
- group awareness,
- preparation efforts,
- learning effectiveness
Appendices
Bibliography
- Adalier, A. (2012). Turkish and English language teacher candidates’ perceived computer self-efficacy and attitudes toward computer. Turkish Online Journal of Educational Technology-TOJET, 11(1), 192–201. https://eric.ed.gov/?id=EJ976583
- Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
- Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38. https://doi.org/10.1016/j.compedu.2014.08.006
- Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017–1051. https://doi.org/10.1007/s11423-019-09718-8
- Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133–1148. https://doi.org/10.1111/bjet.12353
- Bodemer, D. & Dehler, J. (2011) Group awareness in CSCL environments. Computers in Human Behavior, 27, 1043-1045. https://doi.org/10.1016/j.chb.2010.07.014
- Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Guiding knowledge communication in CSCL via group knowledge awareness. Computers in Human Behavior, 27(3), 1068–1078. https://doi.org/10.1016/j.chb.2010.05.018
- DiMicco, J., Hollenbach, K., Pandolfo, A., & Bender, W. (2007). The impact of increased awareness while face-to-face. Human–Computer Interaction, 22(1), 47–96. https://www.tandfonline.com/doi/abs/10.1080/07370020701307781
- Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(1), 9. https://doi.org/10.1186/s41239-021-00316-4
- Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education: Research and Practice, 16(1), 179–186. https://doi.org/10.1039/C4RP00230J
- Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology & Society, 16(1), 356–366. https://www.jstor.org/stable/jeductechsoci.16.1.356
- Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471–485. https://doi.org/10.1177/1440783313504059
- Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. https://doi.org/10.1016/j.chb.2016.01.032
- Howitt, C., & Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4), 458–469. https://doi.org/10.14742/ajet.2439
- Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research & Development, 64, 175–193. https://doi.org/10.1007/s11423-015-9412-7
- Janssen, J., Erkens, G., Kanselaar, G., & Jaspers, J. (2007). Visualization of participation: Does it contribute to successful computer-supported collaborative learning? Computers & Education, 49(4), 1037–1065. https://doi.org/10.1016/j.compedu.2006.01.004
- Kimmerle, J. & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. International Journal of Computer-Supported Collaborative Learning, 3, 85-97. https://doi.org/10.1007/s11412-007-9027-z
- Kitsantas, A., & Dabbagh, N. (2010). Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Information Age Publishing.
- Kwon, K. (2020). Student-generated awareness information in a group awareness tool: What does it reveal? Educational Technology Research and Development, 68(3), 1301–1327. https://doi.org/10.1007/s11423-019-09727-7
- Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
- Lin, J. W. (2018). Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning. Behaviour & Information Technology, 37(5), 445-461. https://doi.org/10.1080/0144929X.2018.1451558
- Lin, J. W. (2019). The impact of team‐based learning on students with different self‐regulated learning abilities. Journal of Computer Assisted Learning, 35(6), 758-768. https://doi.org/10.1111/jcal.12382
- Lin, J. W. (2022). Hybrid online learning for a software practice course and how it affects students with different self-regulated learning levels. Australasian Journal of Educational Technology, 38(5), 87-99. https://doi.org/10.14742/ajet.7678
- Lin, J. W., & Lai, Y. C. (2019). User acceptance model of computer-based assessment: Moderating effect of self-regulation. Australasian Journal of Educational Technology, 35(1), 163-176. https://doi.org/10.14742/ajet.4684
- Lin, J. W. *, Lai, Y. C., Lai, Y. C., & Chang, L. C. (2016). Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds. Journal of Computer Assisted Learning, 32(1), 77-93. https://doi.org/10.1111/jcal.12120
- Lin, J. W., Lin, H. C. K., & Chen, H. R. (2022). Developing an e-learning platform capable of being aware of self-regulated learning behaviors of role models. IEEE Transactions on Learning Technologies, 15(6), 697-708. https://doi.org/10.1109/TLT.2022.3200398
- Lin, J. W. & Tsai. C. W. (2016). The impact of an online project-based learning environment with group awareness support on students with different self-regulation levels: an extended-period experiment. Computers & Education, 99, 28-38. https://doi.org/10.1016/j.compedu.2016.04.005
- Liou, W.-K., Bhagat, K. K., & Chang, C.-Y. (2016). Beyond the flipped classroom: A highly interactive cloud-classroom (HIC) embedded into basic materials science courses. Journal of Science Education and Technology, 25(3), 460–473. https://doi.org/10.1007/s10956-016-9606-8
- Liu, M., Liu, L., & Liu, L. (2018). Group awareness increases student engagement in online collaborative writing. The Internet and Higher Education, 38, 1–8. https://doi.org/10.1016/j.iheduc.2018.04.001
- Rasheed, R. A., Kamsin, A., Abdullah, N. A., Kakudi, H. A., Ali, A. S., Musa, A. S., & Yahaya, A. S. (2020). Self-regulated learning in flipped classrooms: A systematic literature review. International Journal of Information and Education Technology, 10(11), 848–853. https://doi.org/10.18178/ijiet.2020.10.11.1469
- Sangin, M., Molinari, G., Nüssli, M. A. & Dillenbourg P. (2011). Facilitating peer knowledge modeling: Effects of a knowledge awareness tool on collaborative learning outcomes and processes. Computers in Human Behavior, 27(3), 1059–1067. https://doi.org/10.1016/j.chb.2010.05.032
- Silverajah, V. G., Wong, S. L., Govindaraj, A., Khambari, M. N. M., Rahmat, R. W., & Deni, A. R. M. (2022). A systematic review of self-regulated learning in flipped classrooms: Key findings, measurement methods, and potential directions. IEEE Access, 10, 20270–20294. https://doi.org/10.1109/ACCESS.2022.3143857
- Sun, J. C.-Y., Wu, Y.-T., & Lee, W.-I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713–729. https://doi.org/10.1111/bjet.12444
- Theophilou, E., Sanchez-Reina, R., Hernandez-Leo, D., Odakura, V., Amarasinghe, I., & Lobo-Quintero, R. (2024). The effect of a group awareness tool in synchronous online discussions: Studying participation, quality and balance. Behaviour & Information Technology, 43(6), 1149–1163. https://doi.org/10.1080/0144929X.2023.2200543
- Tune, J., Sturek, M., & Basile, D. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37(4), 316–320. https://doi.org/10.1152/advan.00091.2013
- van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE-Life Sciences Education, 14(3), 1–10. https://doi.org/10.1187/cbe.14-09-0141
- Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004
- Wang, T. H. (2011). Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment. Computers & Education, 57(2), 1801–1812. https://doi.org/10.1016/j.compedu.2011.01.003
- Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354–369. https://doi.org/10.1016/j.compedu.2015.07.008
- Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193–199. https://doi.org/10.1177/0098628313487461
- Yoon, M., Hill, J., & Kim, D. (2021). Designing supports for promoting self-regulated learning in the flipped classroom. Journal of Computing in Higher Education, 33(2), 398–418. https://doi.org/10.1007/s12528-021-09269-z