Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety

ABSTRACT

The purpose of this study is to differentiate the effect of cooperative learning strategy integrated with a flipped learning (FL) model from sole FL implementation in promoting students’ performances while decreasing their social and computer anxiety in an undergraduate course. As a method, a classical experimental design is used. The participants were from the department of English Language and Literature, and Translation and Interpretation. Students were randomly assigned to individual FL (the control group) class; and FL with cooperative activities (experimental group) class. The groups were randomly assigned as experimental and control by tossing a coin. The implementation took 10 weeks. Students’ performances (grades), social anxiety, and computer anxiety were dependent variables of the study and they were compared through multivariate analysis of variance. The results indicated that there is no significant mean difference between groups’ performances; however; the group of FL with cooperative activities had less social anxiety, but no significant change occurred at their computer anxiety level.

KEYWORDS:

• Flipped learning
• cooperative flipped learning
• performance
• social anxiety
• computer anxiety
• technology-based education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr. Meltem Eryilmaz is at Department of Computer Engineering, Atilim University, Ankara, Turkey

Dr. Ceyhan Cigdemoglu is at Department of Educational Sciences, Atilim University, Ankara, Turkey.

ORCID

Meltem Eryilmaz http://orcid.org/0000-0001-9483-6164