Content area
Abstract
A cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions. Literature suggests that traditional flipped courses can effectively enhance students’ learning outcomes in comparison to non-flipped courses. However, conducting all asynchronous and synchronous learning activities using a wholly online approach has not been reported. This paper aimed to investigate how student engagement in four different types of learning activities affects their learning outcomes in a cyber-flipped course. Results show that the learning activities with the flipped classroom pedagogy can be successfully implemented and conducted in a wholly online course along with time and space flexibility for learners. This study also found that students who watched more pre-recorded video lectures tended to participate in the synchronous learning activities more actively and obtained a higher semester grade; higher completion of asynchronous learning activities had benefited students’ understanding of the learning concepts. Furthermore, students who had a high level of readiness by attending synchronous class sessions on time and keeping their webcams activated had more frequent and proactive interactions with their peers and instructor.
Details
1 Department of Information Management, National Sun Yat-sen University, Kaohsiung, Taiwan, ROC
2 Department of Industrial & Systems Engineering, University of Washington, Seattle, WA, USA
3 College of Information, Discovery Park, Suite E290D, University of North Texas, Denton, TX, USA
4 Department of Applied Foreign Languages, National Yunlin University of Science and Technology, Yunlin, Taiwan, ROC