A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes.
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| Title: | A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. |
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| Authors: | Chen, Mei‐Rong Alice, Hwang, Gwo‐Jen gjhwang.academic@gmail.com, Chang, Yu‐Ying |
| Source: | British Journal of Educational Technology. Sep2019, Vol. 50 Issue 5, p2288-2307. 20p. 2 Color Photographs, 2 Diagrams, 8 Charts. |
| Subject Terms: | *Critical thinking, *Graduate students, *Learning, *Student engagement, *Classroom activities |
| Abstract: | Although flipped learning has been recognized as being a potential approach enabling students to learn at their own pace before the class and facilitating in‐depth peer‐to‐peer and student‐to‐teacher interactions in the class, it remains a challenge to promote students' active learning in the before‐class stage, which could significantly affect their in‐class engagement and learning performance. In this study, a reflective thinking‐promoting approach is proposed to facilitate students' learning design project performance, technology‐enhanced active engagement, and their reflective thinking and participation in the before‐class stage of flipped learning. A quasi‐experiment was conducted on a flipped Digital Learning course of a Master's program in a university to evaluate the effects of the approach on students' learning design performance, engagement, reflective thinking and participation. A total of 19 students (7 male and 12 female) were in the experimental group learning with the reflective thinking‐promoting approach, while 19 (4 male and 15 female) were in the control group learning with the conventional flipped learning approach. The results indicated that the proposed approach significantly enhanced not only the students' learning design project outcomes and reflective thinking, but also their engagement and participation in the before‐class stage of flipped learning. Practitioner NotesWhat is already known about this topic Flipping learning is an effective teaching approach that shifts the lecture time to the before‐class stage and hence teachers have more time to conduct learning activities to promote students' higher order thinking as well as to deal with individual students learning problems.Students' learning experience, motivation and belief could be the factors that guide students towards engagement and participation in content and help them learn new skills.Engaging students in reflective thinking is an important and challenging issue. It provides students with an opportunity to scrutinize their own learning and hence make progress.What this paper adds A reflective thinking‐promoting approach into flipped learning is proposed to facilitate students' flipped learning engagement and participation behaviors as well as their project performance and reflective thinking.In addition to promoting students' learning outcomes, the results indicated that the proposed approach provides promising results on the technology‐enhanced active learning experience and participation in online learning in the before‐class stage of flipped learning.Implications for practice and/or policy Via monitoring students' online before‐class progress, instructors can recognize the factors that affect students' learning, adjust or differentiate their instruction and even provide students with more opportunities or with additional support to meet students' needs for learning.The link between the video lectures and the classroom activities can be examined in future research to perceive the influence of video lectures on students' participation behaviors in‐class activities.Forming reflective thinking skill is important, but attainable; it needs students' engagement and participation in time and effort. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 138203574 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chen%2C+Mei‐Rong+Alice%22">Chen, Mei‐Rong Alice</searchLink><br /><searchLink fieldCode="AR" term="%22Hwang%2C+Gwo‐Jen%22">Hwang, Gwo‐Jen</searchLink><i> gjhwang.academic@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Chang%2C+Yu‐Ying%22">Chang, Yu‐Ying</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Sep2019, Vol. 50 Issue 5, p2288-2307. 20p. 2 Color Photographs, 2 Diagrams, 8 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Although flipped learning has been recognized as being a potential approach enabling students to learn at their own pace before the class and facilitating in‐depth peer‐to‐peer and student‐to‐teacher interactions in the class, it remains a challenge to promote students' active learning in the before‐class stage, which could significantly affect their in‐class engagement and learning performance. In this study, a reflective thinking‐promoting approach is proposed to facilitate students' learning design project performance, technology‐enhanced active engagement, and their reflective thinking and participation in the before‐class stage of flipped learning. A quasi‐experiment was conducted on a flipped Digital Learning course of a Master's program in a university to evaluate the effects of the approach on students' learning design performance, engagement, reflective thinking and participation. A total of 19 students (7 male and 12 female) were in the experimental group learning with the reflective thinking‐promoting approach, while 19 (4 male and 15 female) were in the control group learning with the conventional flipped learning approach. The results indicated that the proposed approach significantly enhanced not only the students' learning design project outcomes and reflective thinking, but also their engagement and participation in the before‐class stage of flipped learning. Practitioner NotesWhat is already known about this topic Flipping learning is an effective teaching approach that shifts the lecture time to the before‐class stage and hence teachers have more time to conduct learning activities to promote students' higher order thinking as well as to deal with individual students learning problems.Students' learning experience, motivation and belief could be the factors that guide students towards engagement and participation in content and help them learn new skills.Engaging students in reflective thinking is an important and challenging issue. It provides students with an opportunity to scrutinize their own learning and hence make progress.What this paper adds A reflective thinking‐promoting approach into flipped learning is proposed to facilitate students' flipped learning engagement and participation behaviors as well as their project performance and reflective thinking.In addition to promoting students' learning outcomes, the results indicated that the proposed approach provides promising results on the technology‐enhanced active learning experience and participation in online learning in the before‐class stage of flipped learning.Implications for practice and/or policy Via monitoring students' online before‐class progress, instructors can recognize the factors that affect students' learning, adjust or differentiate their instruction and even provide students with more opportunities or with additional support to meet students' needs for learning.The link between the video lectures and the classroom activities can be examined in future research to perceive the influence of video lectures on students' participation behaviors in‐class activities.Forming reflective thinking skill is important, but attainable; it needs students' engagement and participation in time and effort. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.12823 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 2288 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Graduate students Type: general – SubjectFull: Learning Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Classroom activities Type: general Titles: – TitleFull: A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chen, Mei‐Rong Alice – PersonEntity: Name: NameFull: Hwang, Gwo‐Jen – PersonEntity: Name: NameFull: Chang, Yu‐Ying IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 50 – Type: issue Value: 5 Titles: – TitleFull: British Journal of Educational Technology Type: main |
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