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 February 17, 2019 from https://www.learntechlib.org/p/184923/.
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