A WSQ-based flipped learning approach to improving students’ dance performance through reflection and effort promotion

ABSTRACT

Flipped learning has received significant emphasis in recent years. Through this approach, students’ self-learning ability can be cultivated and the time for in-class practice and teachers’ and students’ interaction are increased. In the past, there has been much research confirming its benefits in learning performance. Meanwhile, some studies have also pointed out that with proper educational strategies, students can be guided to have better learning engagement and higher-order thinking, which could improve their learning performance. In this study, a WSQ (Watch-Summary-Question)-based flipped learning approach was implemented in a dance course. Moreover, an experiment was conducted to investigate the impacts of the proposed approach. The participants were 173 college students from 2 classes, which were assigned to learn with the WSQ-based flipped learning approach and the conventional flipped learning approach, respectively. From the 12-week experiment, it was found that the WSQ-based flipped learning approach effectively promoted the students’ dance performance and guided them to make more reflections. Furthermore, the proposed approach also engaged the students in making more efforts to think and to perfect their dance techniques.

KEYWORDS:

• WSQ strategy
• flipped learning
• learning design
• dance education
• reflection

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Ministry of Science and Technology , Taiwan: [grant number MOST 107-2511-H-011-005-MY2,MOST 107-2511-S-167-001 and MOST 106-2511-S-011 -0].

Notes on contributors

Lu-Ho Hsia

Lu-Ho Hsia is an assistant professor at the Physical Education, National Chin-Yi University of Technology. Her research interests include mobile learning and flipped classroom.

Gwo-Jen Hwang

Gwo-Jen Hwang is a chair professor at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. His research interests include mobile learning, digital game-based learning, flipped classroom and AI in education.

Chi-Jen Lin

Chi-Jen Lin is an assistant professor at the College of Liberal Arts and Social Sciences, National Taiwan University of Science and Technology. Her research interests include technology-enhanced language learning and flipped learning.