The different effects of daily-life instant response social media and an educational feedback system on flipped learning: from the evidence of behavioral analysis

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

2 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
期刊Interactive Learning Environments
DOIs
出版狀態接受/付印 - 2019 一月 1

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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