Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities.
Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 4; pp. 1745 - 1766 |
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| Autores principales: | , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2024
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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=178531911&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178531911 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2024 vid: 40 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 178531911 176412250 178531911 178531911 10.1111/jcal.12978 178531911 ppf: 1745 ppct: 21 formats: tig: atl: Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities. aug: au: Xin, Xiu Zhang, Meng affil: School of Foreign Languages for International Business, Hebei Finance University, Baoding, China sug: subj: Learning Environment Learning Methods Outcomes of Education Cognition Evaluation Human Randomized Controlled Trials Multimethod Studies Triangulation English as a Second Language Education Random Assignment One-Way Analysis of Variance Computer-Assisted Instruction Self-Directed Learning Collaboration Teachers Pretest-Posttest Design Experimental Studies Students Male Female Adult Questionnaires Teaching Materials Support, Psychosocial Academic Performance Skill Acquisition Thematic Analysis Interviews kappa Statistic Quantitative Studies Student Attitudes Faculty Attitudes Descriptive Statistics Data Analysis Software Effect Size Student Satisfaction Student Experiences Adult: 19-44 years Male Female ab: Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities. Methods: A mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups. Results and Conclusion: This study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course. Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes). Lay Description: What is already known about this topic: The flipped language learning approach involves receiving online instruction outside the classroom and is a learner‐centered pedagogy. What this paper adds: This study contributes by triangulating different strands of data on the effects of flipped learning designs on learning outcomes and cognitive load.The findings highlight the effectiveness of collaboration‐led design for flipped language learning, facilitating engagement in both out‐of‐class and during‐class activities. Implications for practice: The findings emphasize the importance of designing and implementing instructional designs that align with emerging educational technologies.Teachers should consider the flexibility, fluency and novelty of the learning material when designing flipped learning activities. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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