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

Ting Chia Hsu*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

21 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)91-105
頁數15
期刊Interactive Learning Environments
26
發行號1
DOIs
出版狀態已發佈 - 2018 1月 2

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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