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The effect of choice of instruction in personalized flipped learning
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, Princeton University, United States ; , West Virginia University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined how and why certain instructional choices were made by students in a personalized flipped learning curriculum. In this curriculum, before attending class, students had the choice of watching a lecture video in Japanese, one in English, and/or reading the textbook to learn grammar points through Google Forms. In order to investigate students’ choices and effectiveness of the curriculum, a survey was given and the results were analyzed in a cross-case analysis. The findings show a tendency that students with higher success choose Japanese videos and/or textbook while the students with lower success choose English video and/or textbook. Some of the students choose multiple instructional methods for different purposes. The findings also show a need for an improvement to give more learning opportunities in-class as well as in-class effective time use for the students with higher achievements.

Citation

Matsui, H. & Ahern, T. (2017). The effect of choice of instruction in personalized flipped learning. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 240-246). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from .

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