Integration of MOOC with Flipped Classroom Teaching in Vocational Education
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The rapid development of MOOCs has dramatically stimulated the innovation and creation of teaching and learning modes in educational sector. However, few empirical studies have been conducted on integration of MOOCs with flipped classroom teaching in vocational education colleges. The purpose of the study was to find and explore some effectiveness of the newly-emerged teaching mode which integrated MOOCs with flipped classroom in a vocational course in the southwest of China. The methods of quasi experimental research, questionnaire survey and semi-structured interview were employed. One hundred and two students in the second year of college study were selected and assigned randomly into experimental class (flipped classroom with MOOC) and control class (face-to-face classroom). It was found from this study that the students in experimental class made better academic achievements and were more satisfied with the course and teaching methods to some extent. Furthermore, the results of this study were showed statistically significant differences in the aspects of social interaction, cooperation, computer operation, and the use of the Internet, in which the students in experimental class rated much higher than those of the control class. The interview results from the students in the experimental class showed that the application of digital technologies in teaching and learning was appreciated by vocational college students in a digital era. The results also suggest that the teaching mode of integrating MOOCs with flipped classroom is worthy of practice and should be expanded, but provision of teachers’ on-job training aree requested.
Abstract
The rapid development of MOOCs has dramatically stimulated the innovation and creation of teaching and learning modes in educational sector. However, few empirical studies have been conducted on integration of MOOCs with flipped classroom teaching in vocational education colleges. The purpose of the study was to find and explore some effectiveness of the newly-emerged teaching mode which integrated MOOCs with flipped classroom in a vocational course in the southwest of China. The methods of quasi experimental research, questionnaire survey and semi-structured interview were employed. One hundred and two students in the second year of college study were selected and assigned randomly into experimental class (flipped classroom with MOOC) and control class (face-to-face classroom). It was found from this study that the students in experimental class made better academic achievements and were more satisfied with the course and teaching methods to some extent. Furthermore, the results of this study were showed statistically significant differences in the aspects of social interaction, cooperation, computer operation, and the use of the Internet, in which the students in experimental class rated much higher than those of the control class. The interview results from the students in the experimental class showed that the application of digital technologies in teaching and learning was appreciated by vocational college students in a digital era. The results also suggest that the teaching mode of integrating MOOCs with flipped classroom is worthy of practice and should be expanded, but provision of teachers’ on-job training aree requested.
참고문헌 (19)
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