Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome
DOI | https://doi.org/10.1108/EL-02-2019-0024 |
Published date | 07 October 2019 |
Date | 07 October 2019 |
Pages | 842-859 |
Author | Qiang Jian |
Subject Matter | Information & knowledge management,Information & communications technology,Internet |
Effects of digital flipped classroom
teaching method integrated
cooperative learning model on
learning motivation and outcome
Qiang Jian
School of Marxism Studies Central Plains Rural Development Research Center,
Xuchang University, Xuchang, China
Abstract
Purpose –This paper aims to study the effects of digital flipped classroom teaching method integrated
cooperativelearning model on learning motivation and outcome. From the perspectiveof promoting students’
learning engagement, this study puts forward suggestions for the effective implementation of flipped
classroom teaching, so as to providereference for the implementation of flipped classroom teaching practice
in colleges and universities. Along with the time change and promotion of 12-year compulsory education,
traditional didactic instructioncan no longer satisfy all students. The reform wave in education is therefore
emergedin past years,where the “flipped classroom”model strikes a chord and becomesa trend.
Design/methodology/approach –By applying nonequivalent pretestposttest control group design to
the experimental research,242 college students in Henan Province are selected as subjects of study.They are
divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts
the cooperative teaching method. The third group adopts the flipping classroom teachingmethodintegratedthe
cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The
study lasted 15 weeks with sessions carried out 3 h a week.
Findings –The research results show significanteffects of flipped classroom teaching method on learning
motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning
motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated
cooperative learning on the promotion of learning motivation and flipped classroom teaching method
integratedcooperative learning on the promotionof learning outcome.
Research limitations/implications –First, on the basis of consulting the links of many teaching
strategies and summarizing the experienceof flipped classroom practice in famous universities, a series of
teaching strategies is put forward. However, the pertinence of different subjects may be different, which
requires teachersto focus on the specific practice of reference. Second, due to thelimitation of time, the author
spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not
verified in practice,so it needs to spend time and practice in the later stageto improve this work.
Practical implications –This topic is the integrateddesign practice and research of flipped classroomin
current teaching.The practical significance of the research is to find a solution to the problem of low learning
efficiency of students in traditionalclassrooms, so as to update teachers’teaching concepts, changeteaching
methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design
process before, during and after class, whichcan effectively improve teachers’teaching design ability, help
studentschange their learning methods and truly improvestudents’learning efficiency and effectiveness.The
research on the implementationof flipped classroom can enrich the theory of flippedclassroom, including the
research on the orientationof learning theory and the reorientation of the role of teachers and students.This
study can provide theoretical support for the strategies and environment for the cultivation of students’
independent learningability. The results of this study can provide a referencefor improving the scientificity
and diversityof researchmethods.
Originality/value –Based on theintegrated design of flipped classroom before, duringand after class, this
research systematically exploresthe role of flipped classroom in cultivating students’autonomous learning
ability in the teaching of informationscience and technology, and studies how to maximize the role of flipped
EL
37,5
842
Received2 February 2019
Revised25 March 2019
11April 2019
Accepted4 May 2019
TheElectronic Library
Vol.37 No. 5, 2019
pp. 842-859
© Emerald Publishing Limited
0264-0473
DOI 10.1108/EL-02-2019-0024
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0264-0473.htm
classroom in teaching to promote and help students’learning. In addition, a special iterative method is
adopted. In each round of research, according to the opinions of students and peers, the inadequacies and
improvements in the last roundof research is found, certain links are increased or decreased, and finallythe
researchgoals are achieved.
Keywords Learning outcome, Cooperative learning, Digital library, Learning motivation,
Flipped classroom teaching method
Paper type Technical paper
1. Introduction
In the past decade, new innovation and improvement emerged in the field of information
technology. The emergenceof network, cheaper storage space, advanced computer efficacy,
new equipment, e.g. smart phones and tablet PC, and the breakthrough of other mobile
devices explained the provision of new digital experience for students and led the new
generation to change the daily life and learning habits. Students in the millennial depend
more on information technology and reduce the tolerance of didactic teaching styles
(Comerford et al., 2018). In other words, students appear distinct needs and expectation on
education systems that the way of thinking should be changed. In such a situation, above
technological tools allow people thinking about education from the beginning and change
the past habitual and inherent ideas. Such a thought needs to be changed from traditional
teachers’teaching and learning to students’active learning and help students more actively
participate in learning. Individualizedinstruction is required for students’adaptive learning
in modern education (Albalawi, 2018). Nonetheless, teachers could hardly satisfy each
student’s needs in school education,due to teaching time and schedule. Generally, a teacher
could merely teach students with the average standards. Some low-achievement students
present low learningmotivation and appear helplessness to become “guests”inthe class. On
the other hand, those with excellent academic performance might be familiar with most
contents in textbooks to become “systematically demotivated”as they consider the lessons
in classes being too easy. As a result, differentiated instruction should be practiced in
classes to achieve each child. In this case, teachers, when designing lessons, should change
the traditional didactic instruction model according to the characteristics of subjects and
students’characters and differences, induce students’active learning, and cultivate the
transferable skills and applicable knowledge. In comparison with other learning methods,
flipped classroom teaching method is student-centered and can better induce students
applying the learned knowledge to high-levelthinking. The application of flipped classroom
teaching method could help students understand the learning conditions, create student-
centered learning environments,and provide opportunities for students cultivating learning
motivation. Accordingly, the effect of digital flipped classroom teaching method integrated
cooperative learningmodel on learning motivation and outcome is discussed in this study to
achieve the outcome of flipped classroom instruction and allow students being more
successful (Sultan,2018).
Cooperative learning refers to the classroom teaching techniques in which students are
divided into severalgroups according to the principle of intra-group heterogeneityand inter-
group homogeneity, so that students can form a positive and interdependent group
relationship in the group, engage in learning activities to achieve the common goal of the
group, and obtain rewardsor recognition according to their performance in the whole group
(Carlsen and Maslo, 2018). Cooperativelearning emerged in the USA in the early 1970s and
made substantial progress from the mid-1970s to the mid-1980s (Espey, 2018). Cooperative
learning is a creative and effective teaching theory and strategy system widely used in
Effects of
digital flipped
classroom
teaching
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