How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements.
The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 6; pp. 769 - 782 |
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| Autores principales: | , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=139686749&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 139686749 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2019 vid: 35 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 139686749 139686749 139686749 10.1111/jcal.12386 139686749 ppf: 769 ppct: 13 formats: tig: atl: How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements. aug: au: Almasseri, Mohammed AlHojailan, Mohammed I. affil: Department of Educational Technology, King Saud University, Riyadh Saudi Arabia sug: subj: Models, Educational Learning Methods Cognition Psychological Theory Multimedia Academic Achievement Students, Middle School Psychosocial Factors Outcomes of Education Funding Source Human Adolescence Quasi-Experimental Studies Clinical Trials Saudi Arabia Computer-Assisted Instruction Bloom's Taxonomy Thinking Student Knowledge Pretest-Posttest Design Education, Non-Traditional Educational Measurement Questionnaires Descriptive Statistics Analysis of Covariance Multivariate Analysis of Variance Data Analysis Software Confidence Intervals Adolescent: 13-18 years ab: The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge. Lay Description: What is already known about this topic: Increasingly, K‐12 teachers around the world are using the flipped classroom approach (FCA) with their students.Previous studies have shown mixed results on the effects of flipped learning on academic achievements.Scholarly research is limited regarding the use of cognitive theory of multimedia learning (CTML) as a theoretical framework for designing instructional videos in flipped learning.Several flipped learning studies have not provided data of their outcomes or assessment as per level of cognition. What this paper adds: This study presents an improved approach for flipped learning by integrating CTML with flipped learning.A comparison was conducted for the effects of FCA designed according to CTML on the academic achievements of students with high and low prior knowledge.A proposed model has been introduced for the application of flipped learning in K‐12 education. Implications for practice and/or policy: Designing instructional videos in flipped learning should be based on a theoretical framework.Flipped learning research needs to employ Bloom's taxonomy to understand the outcomes or assessments according to cognition levels.Adopting FCA designed according to CTML may be more important for teachers whose students clearly suffer from poor academic achievements. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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