Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses.
Saved in:
| 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] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 120706113 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gwo-Jen+Hwang%22">Gwo-Jen Hwang</searchLink><relatesTo>1</relatesTo><i> gjhwang.academic@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Chiu-Lin+Lai%22">Chiu-Lin Lai</searchLink><relatesTo>1</relatesTo><i> jolen761002@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Jan2017, Vol. 20 Issue 1, p184-197. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Take-home+examinations%22">Take-home examinations</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategy+instruction%22">Learning strategy instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br /><searchLink fieldCode="DE" term="%22Interactive+books%22">Interactive books</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=120706113 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 184 Subjects: – SubjectFull: Take-home examinations Type: general – SubjectFull: Learning strategy instruction Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Interactive books Type: general Titles: – TitleFull: Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gwo-Jen Hwang – PersonEntity: Name: NameFull: Chiu-Lin Lai IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 20 – Type: issue Value: 1 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
