Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching.
The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design‐based research approach in which a series of studies was conducted in a secondary school. First, an a...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 1; pp. 142 - 158 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2021
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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=148185154&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148185154 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2021 vid: 37 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 148185154 145841818 148185154 148185154 10.1111/jcal.12474 148185154 ppf: 142 ppct: 16 formats: tig: atl: Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching. aug: au: Lo, Chung Kwan Hew, Khe Foon affil: Department of Mathematics and Information Technology, The Education University of Hong Kong, Tai Po, Hong Kong sug: subj: Learning Methods Support, Psychosocial Students, High School Schools, Secondary Mathematics Education Teaching Human Child Exploratory Research Human Needs (Psychology) Action Research Quasi-Experimental Studies Male Female Mann-Whitney U Test Interviews Thematic Analysis Pretest-Posttest Design Descriptive Statistics Summated Rating Scaling Data Analysis Software Paired T-Tests One-Way Analysis of Variance Unpaired T-Tests Content Analysis Child: 6-12 years Male Female ab: The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design‐based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self‐determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning. Lay Description: What is already known about this topic: Flipped learning can increase student achievement in mathematics education.After flipping, studies reported non‐significant or even negative results in terms of student engagement.Little work has been done to support student engagement in flipped learning. What this paper adds: This study investigated methods to support student engagement in flipped mathematics learning.A 2‐year design‐based research was conducted consisting of a series of five studies.Theoretical work of student engagement and self‐determination theory were drawn. Implications for practice and/or policy: The use of group competitions increased student engagement in flipped mathematics learning.Peer interaction inside the classroom fostered students' cognitive engagement.Design principles are proposed to support student engagement in future practice.The principles cover five major instructional activities of flipped learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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