World Conference on Mobile and Contextual Learning, in Concordia University Chicago, Chicago, IL, USA ISBN 978-1-939797-36-0
This pilot study investigates whether the introduction of a new pedagogical approach, flipping a classroom with Small Private Online Course (SPOC) together with student-centred blended learning activities through mobile learning technologies, can enhance the learning performance of 51 (N=51) teaching assistants (TAs) in a course of training teaching assistants. Records of participants’ participation in various pre-designed online activities like article and video reading, quiz, graded test, interactive discussion & feedback comment were analysed against their classroom participation performance and their final grades (i.e. learning performance). In-class activities were designed with the purpose to engage participants’ in-class interaction by using various mobile applications, outside classroom augmented reality mobile learning trails together with worksheet, discussion, etc. for reinforcement and timely clarification of participants’ online learning concepts.
Data collected in this study were validated by a mix-method approach involving both quantitative statistics and qualitative analysis. Quantitative findings demonstrated a strong correlation between online/classroom participation and the overall grade and suggested that flipping the classroom with SPOC together with innovative in-class mobile related activities did enhance the learning performance of participants. Qualitative findings (N=38) with the thematic focus through the written feedback, however, showed that a small number of participants did not enjoy this approach of teaching due to the extra time they spent on the online learning materials and thus preferred more face-to-face teaching for conceptual matters.
Further investigation can be carried out by comparing classes with different combination of participants to see the consistency of data collection and the impact of using mobile learning technologies to enhance participants’ online learning performance.
Law, L. & Hafiz, M. (2018). Can TAs Learn Better by Flipping a Classroom with SPOC?. In D. Parsons, R. Power, A. Palalas, H. Hambrock & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning (pp. 54-63). Concordia University Chicago, Chicago, IL, USA. Retrieved March 24, 2019 from https://www.learntechlib.org/p/184923/.
- Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Doi:10.1080/07294360.2014.934336
- Chiang, T.H.-C., Yang, S.J.H., & Yin, C. (2018). Effect of gender differences on 3-on-3 basketball games taught in a mobile flipped classroom. Interactive Learning Environments, 1-13.
- Crompton, H. (2013). A Historical Overview of M-Learning. In Handbook of Mobile Learning: Routledge.
- Gilboy, M.B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. Doi:
- Gross, D., Pietri, E.S., Anderson, G., Moyano-Camihort, K., & Graham, M.J. (2015). Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom. CBE Life Sciences Education, 14(4), ar36.
- Hung, H.-T. (2017). Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983-995.
- Jesurasa, A., Mackenzie, K., Jordan, H., & Goyder, E.C. (2017). What factors facilitate the engagement with flipped classrooms used in the preparation for postgraduate medical membership examinations? Advances in Medical Education and Practice, 8, 419-426.
- Jing Ping, J. (2016). The Effect of a blended collaborative learning environment in a Small Private Online Course (SPOC): A Comparison with a lecture course. Journal of Baltic Science Education, 15(2), 194-203.
- Lin, Y.-N., Hsia, L.-H., Sung, M.-Y., & Hwang, G.-H. (2018). Effects of integrating mobile technology-assisted peer assessment into flipped learning on students’ dance skills and self-efficacy. Interactive Learning Environments, 1-16.
- Roehl, A., Reddy, S.L., & Shannon, G.J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.
- Rutherfoord, R.H., & Rutherfoord, J.K. (2013). Flipping the classroom: is it for you? Paper presented at the Proceedings of the 14th annual ACM SIGITE conference on Information technology education, Orlando, Florida, USA.
- Wang, F.H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Journal of Computers & Education, 114, 79-91.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.