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.
| Original language | English |
|---|---|
| Pages (from-to) | 91-105 |
| Number of pages | 15 |
| Journal | Interactive Learning Environments |
| Volume | 26 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2018 Jan 2 |
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Keywords
- Interactive response application
- behavioural patterns
- feedback
- flipped classroom
ASJC Scopus subject areas
- Education
- Computer Science Applications
Cite this
Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom. / Hsu, Ting Chia.
In: Interactive Learning Environments, Vol. 26, No. 1, 02.01.2018, p. 91-105.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom
AU - Hsu, Ting Chia
PY - 2018/1/2
Y1 - 2018/1/2
N2 - 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.
AB - 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.
KW - Interactive response application
KW - behavioural patterns
KW - feedback
KW - flipped classroom
UR - http://www.scopus.com/inward/record.url?scp=85014496831&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85014496831&partnerID=8YFLogxK
U2 - 10.1080/10494820.2017.1283332
DO - 10.1080/10494820.2017.1283332
M3 - Article
AN - SCOPUS:85014496831
VL - 26
SP - 91
EP - 105
JO - Interactive Learning Environments
JF - Interactive Learning Environments
SN - 1049-4820
IS - 1
ER -