A learning analytics approach to investigating pre-service teachers’ change of concept of engagement in the flipped classroom

ABSTRACT

To determine the impact of cognitive style on change of concept of engagement in the flipped classroom, a sequential analysis from the perspective of Bloom’s Taxonomy was conducted to establish if significant differences existed between the learning achievements and engagement of students with different cognitive styles. The participants were pre-service teachers who had registered for a school-based curriculum development methodology course in China, with a total of 53 students from two classes, who performed a total of 1,599 behaviors in the discussion sections. The results show that the concepts of “evaluate” (31.52%) and “analyze” (27.77%) were the two most frequent behaviors in the Bloom’s Taxonomy. The “remember” and “evaluate” were the significant starting behaviors for all of the students; “remember” and “evaluate” were the significant starting behaviors for the intuitive-style students, while “understand” was a significant starting behavior for the analytical-style students. This confirms that the students with different cognitive styles implemented multiple strategies for learning. It is also found that the flipped learning promoted the students’ achievement. The conclusions suggest that it is important to match the cognitive styles of students as well as the instructional methods in order to improve students' learning.

KEYWORDS:

• Bloom’s Taxonomy
• cognitive style
• concept of engagement
• flipped classroom
• learning analytics

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by (School-based Curriculum Development) Online Open Course Construction (Project No.: 201802136052), the Second Batch of Cooperative Education Projects in 2018 by Department of Higher Education, Ministry of Education, the People's Republic of China.

Notes on contributors

Fu-Rong Sun

Dr. Fu-Rong Sun is a professor at College of Teacher Education, Dean of the School of Education, and Deputy Director of the Graduate School for Curriculum and Teaching, Wenzhou University, China. Her research interests include flipped classroom, teacher education in ICT, classroom ecology and school-based curriculum development.

Hong-Zhen Hu

Ms. Hong-Zhen Hu is a graduate student at College of Teacher Education, Wenzhou University, China. Her research interests include curriculum and teaching theory, educational measurement and evaluation.

Rong-Gen Wan

Dr. Rong-Gen Wan is an associate professor at College of Teacher Education, Wenzhou University, China. His research interests include curriculum and teaching theory, educational measurement and evaluation.

Xiao Fu

Ms. Xiao Fu is a graduate student at College of Teacher Education, Wenzhou University, China. Her research interests include theory and practice of primary education, pre-school education.

Shu-Jing Wu

Dr. Shu-Jing Wu is an associate professor at College of Teacher Education, Wenzhou University, China. Her research interests include flipped classroom, learning analytics, digital learning and AI in education.