The Relationship between Out-of-Class Strategies and In-Class Strategies in a Flipped Classroom
Sachika Shibukawa, Yu Mizoguchi, Graduate School of Education at Kyoto University, Japan ; Akira Setoguchi, Graduate School of Agriculture at Kyoto University, Japan ; Tomoko Hirayama, Faculty of Physical Therapy at Aino University, Japan
EdMedia + Innovate Learning, in Online, The Netherlands ISBN 978-1-939797-50-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In recent years, the concept of the flipped classroom has emerged and become widespread. However, few studies on the flipped classroom have investigated students’ learning, distinguishing between out-of-class and in-class learning phases. To reveal what kind of support should be provided in each learning phase, we investigated what in-class learning strategies could be used based on the frequency of students’ out-of-class learning, and which out-of-class learning strategies affect which in-class learning strategies. The results demonstrated that students who frequently study during out-of-class time used more in-class strategies, while students often use Elaboration and Meta-Cognition strategy during in-class time. They also revealed that the use of out-of-class higher-order cognitive strategies affected the use of in-class higher-order cognitive strategies, while the sole use of out-of-class lower-order learning strategies might not deepen students’ understanding during in-class time.
Shibukawa, S., Mizoguchi, Y., Setoguchi, A. & Hirayama, T. (2020). The Relationship between Out-of-Class Strategies and In-Class Strategies in a Flipped Classroom. In Proceedings of EdMedia + Innovate Learning (pp. 1090-1095). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE).
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