The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms
The flipped classroom is a well-recognized instructional approach that improves learning performance and experience through two sequential phases: pre-class preparation and in-class collaboration. Despite the large differences between the two phases, few studies have explored their separate effects...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2023-04-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844023024416 |
| _version_ | 1797836977732583424 |
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| author | Tianjiao Chen Heng Luo Peiyu Wang Xin Yin Jiaxin Yang |
| author_facet | Tianjiao Chen Heng Luo Peiyu Wang Xin Yin Jiaxin Yang |
| author_sort | Tianjiao Chen |
| collection | DOAJ |
| description | The flipped classroom is a well-recognized instructional approach that improves learning performance and experience through two sequential phases: pre-class preparation and in-class collaboration. Despite the large differences between the two phases, few studies have explored their separate effects on flipped learning. This study conducted a hierarchical linear regression to investigate how the two sequential phases and their featured behaviors can predict learning performance and experience in a flipped classroom at the undergraduate level. The results indicated that students' pre-class discussion positively predicted their assignment scores to a moderate degree, while the in-class collaboration was negatively correlated with test scores. However, the two phases had a limited impact on students' flipped learning experience. The results also highlight the influence of students’ initial interest and prior achievement on their flipped learning experience. The findings can extend our understanding of the flipped classroom approach and inform its design and implementation in higher education contexts. |
| first_indexed | 2024-04-09T15:18:39Z |
| format | Article |
| id | doaj.art-c8061d612f2147b786705ae93d7ea652 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-09T15:18:39Z |
| publishDate | 2023-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-c8061d612f2147b786705ae93d7ea6522023-04-29T14:55:51ZengElsevierHeliyon2405-84402023-04-0194e15234The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classroomsTianjiao Chen0Heng Luo1Peiyu Wang2Xin Yin3Jiaxin Yang4Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, Hubei 430079, ChinaCorresponding author. Central China Normal University, 152 Luoyu Street, Wuhan, 430079, China.; Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, Hubei 430079, ChinaFaculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, Hubei 430079, ChinaFaculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, Hubei 430079, ChinaFaculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, Hubei 430079, ChinaThe flipped classroom is a well-recognized instructional approach that improves learning performance and experience through two sequential phases: pre-class preparation and in-class collaboration. Despite the large differences between the two phases, few studies have explored their separate effects on flipped learning. This study conducted a hierarchical linear regression to investigate how the two sequential phases and their featured behaviors can predict learning performance and experience in a flipped classroom at the undergraduate level. The results indicated that students' pre-class discussion positively predicted their assignment scores to a moderate degree, while the in-class collaboration was negatively correlated with test scores. However, the two phases had a limited impact on students' flipped learning experience. The results also highlight the influence of students’ initial interest and prior achievement on their flipped learning experience. The findings can extend our understanding of the flipped classroom approach and inform its design and implementation in higher education contexts.http://www.sciencedirect.com/science/article/pii/S2405844023024416Flipped classroomIn-class collaborationLearning experienceLearning performancePre-class discussion |
| spellingShingle | Tianjiao Chen Heng Luo Peiyu Wang Xin Yin Jiaxin Yang The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms Heliyon Flipped classroom In-class collaboration Learning experience Learning performance Pre-class discussion |
| title | The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms |
| title_full | The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms |
| title_fullStr | The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms |
| title_full_unstemmed | The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms |
| title_short | The role of pre-class and in-class behaviors in predicting learning performance and experience in flipped classrooms |
| title_sort | role of pre class and in class behaviors in predicting learning performance and experience in flipped classrooms |
| topic | Flipped classroom In-class collaboration Learning experience Learning performance Pre-class discussion |
| url | http://www.sciencedirect.com/science/article/pii/S2405844023024416 |
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