High and Low Achievers’ Accepted Workload, Preferred Work Form, and Perceived Usefulness in Flipped Classrooms
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
Recently, flipped classrooms have received increasing research interest in various disciplines (Gaughan, 2014). Although researchers have identified major psychological factors affecting the quality of the flipped classroom, these factors have not been systematically or simultaneously examined. Drawing on the questionnaire data obtained from 39 university second-language learners of different achievement profiles, this study explores the relative effects of students’ accepted workload, preferred form of work (group vs. individual) and perceived usefulness of flipped classrooms on these learners’ perceptions and acceptance of a flipped classroom. Additionally, based on these university L2 learners’ questionnaire responses, we examined if achievement levels (high vs. low achievers) would modulate the effects of the aforementioned factors. The results showed that high achievers could accept 2 hours of preparatory work prior to class, but that low achievers could only accept 1 hour of work. Additionally, while high achievers prefer individual work, low achievers like to work in groups. Based on the findings of the study, pedagogical implications for the implementation of the flipped classroom for mixed-level students are discussed.
Abstract
Recently, flipped classrooms have received increasing research interest in various disciplines (Gaughan, 2014). Although researchers have identified major psychological factors affecting the quality of the flipped classroom, these factors have not been systematically or simultaneously examined. Drawing on the questionnaire data obtained from 39 university second-language learners of different achievement profiles, this study explores the relative effects of students’ accepted workload, preferred form of work (group vs. individual) and perceived usefulness of flipped classrooms on these learners’ perceptions and acceptance of a flipped classroom. Additionally, based on these university L2 learners’ questionnaire responses, we examined if achievement levels (high vs. low achievers) would modulate the effects of the aforementioned factors. The results showed that high achievers could accept 2 hours of preparatory work prior to class, but that low achievers could only accept 1 hour of work. Additionally, while high achievers prefer individual work, low achievers like to work in groups. Based on the findings of the study, pedagogical implications for the implementation of the flipped classroom for mixed-level students are discussed.
참고문헌 (30)
- Ash, K., "Educators view the"Flipped"model with a more critical eye", Education Week, 32(2), pp.6~7 (2012)
- Bergmann, J., "Flip your classroom: Reach every student in every class every day" (2012), International Society for Technology in Education
- Bishop, J. L., "The flipped classroom: A survey of the research", Proceedings of the 120th ASEE Annual Conference & Exposition (2013), American Society for Engineering Education
- Alireza Bonyadi, "The Effects of Flipped Instruction on Iranian EFL Students' Oral Interpretation Performance", Journal of Asia TEFL, 15(4), pp.1146~1155 (2018), 아시아테플
- Butt, A., "Student views on the use of a flipped classroom approach : Evidence from Australia", Business Education & Accreditation, 6(1), pp.33~43 (2014)
- Chen, S. ‐C., "Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course", British Journal of Educational Technology, 47(6), pp.1096~1112 (2016)
- Chuang, H. -H., "Which students benefit most from a flipped classroom approach to language learning?", British Journal of Educational Technology, 49(1), pp.56~68 (2018)
- Chuang, Y. –T., "MEMIS : A mobile-supported English-medium instruction", Telematics and Informatics, 34(2), pp.640~656 (2017)
- De Grazia, J. L., "Incorporating screencasts into chemical engineering courses", Proceedings of the 2012 ASEE Annual Conference & Exposition (2012), American Society for Engineering Education
- Engin, M., "Extending the flipped classroom model : Developing second language writing skills through student-created digital videos", Journal of the Scholarship of Teaching and Learning, 14(5), pp.12~26 (2014)
- Fisher, R. A., "On the mathematical foundations of theoretical statistics", Philosophical Transactions of the Royal Society A, 222, pp.309~368 (1922)
- Guy, R., "The flipped classroom : A comparison of student performance using instructional videos and podcasts versus the lecture-based model of instruction", Issues in Informing Science and Information Technology, 13, pp.1~13 (2016)
- Hamdan, N., "The flipped learning model: A white paper based on the literature review", pp.3~15 (2013), Flipped Learning, Flip. Learn. Netw
- Hsieh, J. Ch., "Technological acceptance of LINE in flipped EFL oral training", Computers in Human Behavior, 70, pp.178~190 (2017)
- Hung, H. T., "Flipping the classroom for English language learners to foster active learning", Computer Assisted Language Learning, 28(1), pp.81~96 (2015)
- Huang, Y. N., "The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension", Educational Technology Research and Development, 64(2), pp.175~193 (2016)
- Kaiser, H., "An index of factor simplicity", Psychometrika, 39, pp.31~36 (1974)
- Milman, N., "The flipped classroom strategy: What is it and how can it be used?", Distance Learning, 9(3), pp.85~87 (2012)
- Mok, H. N., "Teaching tips : The flipped classroom", Journal of Information Systems Education, 25(1), pp.7~11 (2014)
- Musib, M. K., "Student perceptions of the impact of using the flipped classroom approach for an intro-ductory-level multidisciplinary module", CDTL Brief, 17(2), pp.15~20 (2014)
- Preacher, K. J., "Use of the extreme groups approach : A critical reexamination and new recommendations", Psychological Methods, 10(2), pp.178~192 (2005)
- Svenson, O., "Time pressure and stress in human judgment and decision making" (1993), Plenum Press
- Tanner, M., "A flipped classroom approach to teaching systems analysis, design and implementation", Journal of Information Technology Education : Research, 14, pp.219~241 (2015)
- Mark Feng Teng, "Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction", Journal of Asia TEFL, 14(4), pp.605~620 (2018), 아시아테플
- Wai S. Tse, "Effects of video-based flipped class instruction on subject reading motivation", British Journal of Educational Technology, 50(1), pp.385~398 (2019), Wiley[DOI]
- Tucker, B., "The flipped classroom", Education Next, 12(1), pp.82~83 (2012)
- Wagner, D., "Lecture material retention: A first trial report on flipped classroom strategies in electronic systems engineering at the University of Regina", Proceedings of the 2013 Canadian Engineering Education Association (CEEA13) Conference (2013)
- Marie Webb, "Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model", Journal of Asia TEFL, 11(4), pp.53~84 (2014), 아시아테플
- Wu, Y. -C., "Impact of using classroom response systems on students'entrepreneurship learning experience", Computers in Human Behavior, 70, pp.1~12 (2017)
- Yang, C. C., "An investigation of the use of the ‘flipped classroom’ pedagogy in secondary English language classrooms", Journal of Information Technology Education : Innovations in Practice, 16, pp.1~20 (2017)