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ABSTRACT
The flipped classroom approach has become one of the renowned instructional approaches in recent years. However, without proper educational tools to support students when they participate in classroom learning, their learning performances may not be as good as expected. In this study, a collective problem-solving promotion mechanism is proposed to enhance students’ interaction and learning engagement in flipped classrooms using an interactive response system (IRS). A quasi-experimental design was adopted, and university students were recruited as the participants. The students in the experimental group applied the proposed approach, while those in the control group used the conventional flipped learning approach. The results show that the students in the collective problem-solving promotion-based flipped classroom not only had better learning performances and collective efficacy but also had higher level of knowledge construction and deeper interactions. The findings can be a reference for future teaching and research.
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No potential conflict of interest was reported by the authors.
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Notes on contributors
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.
Pei-Ying Chen
Pei-Ying Chen is a lecturer at the Department of Tourism and Travel Management, Chungyu University of Film and Arts. Her research interests include mobile and ubiquitous learning, digital learning in education and flipped classroom.