Abstract
In this study, we used the application software installed on students’ smart phones as instantly interactive tools during class time in a flipped learning context. One popular daily-life instant interaction application, Line, provided the students with text or multimedia feedback in time sequence; one non-daily instant interaction application, PAL+, provided the students with inscribed feedback in time sequence; and one educational instant interaction application, SpeakUP!, provided the students with anonymous feedback in time sequence. We compared the students’ behaviors of using the different interactive systems for interactions in the flipped classroom class time. The study applied learning analytics techniques and used behavioral analysis to identify the role of the daily-life instant response application in flipped learning, and found how the instant feedback systems enhanced discussion in the classroom.
| Original language | English |
|---|---|
| Journal | Interactive Learning Environments |
| DOIs | |
| Publication status | Accepted/In press - 2019 Jan 1 |
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Keywords
- behavioral analysis
- flipped learning
- Interactive response system
ASJC Scopus subject areas
- Education
- Computer Science Applications
Cite this
The different effects of daily-life instant response social media and an educational feedback system on flipped learning : from the evidence of behavioral analysis. / Hsu, Ting Chia.
In: Interactive Learning Environments, 01.01.2019.Research output: Contribution to journal › Article
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TY - JOUR
T1 - The different effects of daily-life instant response social media and an educational feedback system on flipped learning
T2 - from the evidence of behavioral analysis
AU - Hsu, Ting Chia
PY - 2019/1/1
Y1 - 2019/1/1
N2 - In this study, we used the application software installed on students’ smart phones as instantly interactive tools during class time in a flipped learning context. One popular daily-life instant interaction application, Line, provided the students with text or multimedia feedback in time sequence; one non-daily instant interaction application, PAL+, provided the students with inscribed feedback in time sequence; and one educational instant interaction application, SpeakUP!, provided the students with anonymous feedback in time sequence. We compared the students’ behaviors of using the different interactive systems for interactions in the flipped classroom class time. The study applied learning analytics techniques and used behavioral analysis to identify the role of the daily-life instant response application in flipped learning, and found how the instant feedback systems enhanced discussion in the classroom.
AB - In this study, we used the application software installed on students’ smart phones as instantly interactive tools during class time in a flipped learning context. One popular daily-life instant interaction application, Line, provided the students with text or multimedia feedback in time sequence; one non-daily instant interaction application, PAL+, provided the students with inscribed feedback in time sequence; and one educational instant interaction application, SpeakUP!, provided the students with anonymous feedback in time sequence. We compared the students’ behaviors of using the different interactive systems for interactions in the flipped classroom class time. The study applied learning analytics techniques and used behavioral analysis to identify the role of the daily-life instant response application in flipped learning, and found how the instant feedback systems enhanced discussion in the classroom.
KW - behavioral analysis
KW - flipped learning
KW - Interactive response system
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U2 - 10.1080/10494820.2019.1692358
DO - 10.1080/10494820.2019.1692358
M3 - Article
AN - SCOPUS:85076888568
JO - Interactive Learning Environments
JF - Interactive Learning Environments
SN - 1049-4820
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