The Relationships among Gender, Cognitive Styles, Learning Strategies, and Learning Performance in the Flipped Classroom

ABSTRACT

This study re-designed the classroom activities with consideration to interactions between human factors, such as gender and cognitive style, to technology as well as human-to-human interactions in the flipped classroom and explored their interrelationships. Sixty-two first-year college students of a Packaged Software and Application course were divided into two groups. The experimental group (N = 29) employed the revised flipped classroom format, while the conventional flipped classroom model was used with the control group (N = 27). Research data were obtained via pre-class quizzes, final grades, a learning satisfaction questionnaire, and interviews. The results led to the following conclusions: (1) Cognitive style and learning strategy significantly affected students’ learning performance and satisfaction in both the flipped and revised flipped classrooms. (2) The interactive video, peer-learning, and social management issues associated with group work may motivate students’ self-regulation. The implications of these results for the design of the flipped classroom are discussed in detail.

Additional information

Notes on contributors

Yuh-Tyng Chen

Yuh-Tyng Chen is a PhD candidate in the Institute of Creative Industry Design at National Cheng Kung University and an assistant professor at the Department of Information Management, Tanina University of Technology, Taiwan. Her main research interest lies within learning behavior analysis, learning strategy application, and technology enhanced learning.

Shyhnan Liou

Shyhnan Liou is presently a chairman and professor in the Creative Industry Design Institute of the National Chung Cheng University. Past research work was mainly about organizational development, strategic decision-making, and cognition modeling. He is a recipient of the Dragon distinguished Thesis Award and the Outstanding Technology Management Thesis Award.

Lin-Fan Chen

Lin-Fan Chen received her master degrees in education, Oklahoma City University, Oklahoma, USA in 1992. Since 1992, she has been with the Department of Applied English, Tainan University of Technology, where she is currently a lecturer. Her current interests include English education, flipped classroom, digital materials, and learning strategies.