Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom

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Abstract

To stimulate classroom interactions, this study employed two different smartphone application modes, providing an additional instant interaction channel in a flipped classroom teaching fundamental computer science concepts. One instant interaction mode provided the students (N = 36) with anonymous feedback in chronological time sequence, while the other showed their feedback by “like” ranking (N = 26). The behavioural patterns of undergraduates using these two different modes were compared. The results showed that the like-ranked feedback deepened the interaction between asking and answering questions, reduced the number of irrelevant messages, and increased attention to questionable messages. The students using the like-ranking mode also received more encouragement during the flipped classroom discussion activities.

LanguageEnglish
Pages91-105
Number of pages15
JournalInteractive Learning Environments
Volume26
Issue number1
DOIs
Publication statusPublished - 2018 Jan 2

Fingerprint

Feedback
classroom
interaction
Students
ranking
Smartphones
Computer science
Teaching
computer science
student
sequential analysis
time

Keywords

  • behavioural patterns
  • feedback
  • flipped classroom
  • Interactive response application

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

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