Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses.

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Bibliographic Details
Title:	Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses.
Authors:	Gwo-Jen Hwang¹ gjhwang.academic@gmail.com, Chiu-Lin Lai¹ jolen761002@gmail.com
Source:	Educational Technology & Society. Jan2017, Vol. 20 Issue 1, p184-197. 14p.
Subject Terms:	Take-home examinations, Learning strategy instruction, Flipped classrooms, Mathematics education, *Self-efficacy in students, Interactive books
Abstract:	Flipped learning is a well-recognized learning mode that reverses the traditional in-class instruction arrangement by delivering learning content outside of the classroom and engaging students in more activities in class. However, it remains a challenge for students to comprehend the learning material by themselves, particularly when learning abstract concepts such as in mathematics. In this study, an interactive e-book approach is proposed to support flipped learning. It facilitates and bridges out-of-class and in-class learning by providing support for interactive learning contents presented on mobile devices. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an elementary school math course. The experimental group students learned with the interactive e-book approach in the flipped learning activity, while the control group students learned with the conventional video-based flipped learning approach. The experimental results indicated that the proposed approach not only promoted the students'self-efficacy for learning mathematics, but also improved their learning achievement; moreover, it was found that the approach benefited the lower self-efficacy more than the higher self-efficacy students. The learning record analysis further confirmed that the lower self-efficacy students spent more time reading the e-books before and in class than the higher self-efficacy students did. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Flipped learning is a well-recognized learning mode that reverses the traditional in-class instruction arrangement by delivering learning content outside of the classroom and engaging students in more activities in class. However, it remains a challenge for students to comprehend the learning material by themselves, particularly when learning abstract concepts such as in mathematics. In this study, an interactive e-book approach is proposed to support flipped learning. It facilitates and bridges out-of-class and in-class learning by providing support for interactive learning contents presented on mobile devices. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an elementary school math course. The experimental group students learned with the interactive e-book approach in the flipped learning activity, while the control group students learned with the conventional video-based flipped learning approach. The experimental results indicated that the proposed approach not only promoted the students'self-efficacy for learning mathematics, but also improved their learning achievement; moreover, it was found that the approach benefited the lower self-efficacy more than the higher self-efficacy students. The learning record analysis further confirmed that the lower self-efficacy students spent more time reading the e-books before and in class than the higher self-efficacy students did. [ABSTRACT FROM AUTHOR]
ISSN:	11763647