Online citations, reference lists, and bibliographies.

Construction Of “three-stage Asynchronous” Instructional Mode Of Blended Flipped Classroom Based On Mobile Learning Platform

Jie He
Published 2020 · Computer Science
Cite This
Download PDF
Analyze on Scholarcy
Share
Based on the elaboration of online learning, blended teaching and differences between the flipped classroom teaching and blended teaching, this paper addresses the fundamental principles that should be observed in the design of blended flipped classroom, and constructs a “three-stage asynchronous” teaching mode of online autonomous and collaborative learning before class, offline presentation and performance in class, and online consolidation and improvement after class. On this basis, a mixed research method of qualitative, quantitative and tracking observation to verify the effectiveness of this teaching mode is utilized. Findings showed that it contributes to improving academic performances of learners, developing their autonomy, strengthening their consciousness of collaborative inquiry, initiating their enthusiasm for learning, improving their classroom engagement, disciplining their attendance and enhancing their self-efficacy.
This paper references
10.1007/S11423-016-9502-1
Development of an instructional design model for flipped learning in higher education
J. Lee (2017)
Research on the new hybrid teaching mode based on flipped classroom
Q L Zhang (2018)
10.1007/S40670-015-0224-5
A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules
Amy J. Prunuske (2016)
10.1007/S11423-013-9305-6
Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course
Randall S. Davies (2013)
2017).The design of hybrid teaching mode based on cloud classroom: A case study
Q. Wang (2017)
10.1186/s41039-019-0121-4
Towards a motivational design? Connecting gamification user types and online learning activities
Klaudia Bovermann (2020)
Internet +" mixed teaching research. Higher Education Development and Evaluation
B Tang (2018)
10.1186/s41039-020-0122-3
Threshold concepts: designing a format for the flipped classroom as an active learning technique for crossing the threshold
Nkaepe E. E. Olaniyi (2020)
10.1186/1472-6920-11-35
Evaluation of an online interactive Diabetes Needs Assessment Tool (DNAT) versus online self-directed learning: a randomised controlled trial
S. Schroter (2011)
A study on the influence of teachers’ expectations on college students’ learning attitude in a mixed learning environment
H. X. Liu (2014)
10.1186/s41039-020-0124-1
Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study
Toqa Jameel Abbas Busebaia (2020)
The design of hybrid teaching mode based on cloud classroom: A case study of cloud classroom in South China Normal University. China Audio Visual Education
Q Wang (2017)
What do we mean by blended learning? TechTrends
S Hrastinski (2019)
10.1186/s12909-019-1884-4
Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?
Bela R. Turk (2019)
10.1007/s40037-014-0108-1
Blended learning in health education: three case studies
Nynke de Jong (2014)
Empirical research on the factors influencing the satisfaction of flipped classroom teaching mode based on SPOC
J. He (2018)
Active learning : creating excitement in the classroom
Charles C. Bonwell (1991)
2011).Research on the effectiveness and influencing factors of online discussion
X. M. Wu (2011)
2016).College English SPOC flipped classroom: An effective learning model
N. Wang (2016)
10.1007/S10956-018-9740-6
Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom
Jamie L Jensen (2018)
Practice approach of computer programming education that adopted the flipped classroom by using e-learning
Y Hayashi (2014)
10.1007/10639.1573-7608
Education and information technologies
Arend J. Visscher (1997)
Case Studies and the Flipped Classroom
Clyde Freeman Herreid (2013)
10.1007/S11528-019-00375-5
What Do We Mean by Blended Learning?
Stefan Hrastinski (2019)
Design and practice of teaching environment under hybrid teaching
F. J. Cong (2017)
SPOC: Teaching process innovation based on MOOC. China Audio Visual Education
B He (2015)
10.1187/cbe.10-04-0063
Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class
Marin Moravec (2010)
The Flipped Classroom: A Survey of the Research
Jacob Bishop (2013)
Research on the effectiveness and influencing factors of online discussion of students in a mixed learning environment
X M Wu (2011)
An empirical study on the acceptance of hybrid teaching by university teachers based on the integration of DTPB and TTF
J M Zhao (2017)
10.1109/LaTiCE.2015.43
Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom
Yasuhiro Hayashi (2015)
10.1109/ICL.2014.7017854
Improving motivation and learning outcome in a flipped classroom environment
Bjarne Schmidt (2014)
A study on the acceptance of “blended learning” of university teachers and its influencing factors with Peking University teaching network as an example
Lu (2011)
10.3991/IJES.V2I2.3812
Online Learning Communities: Motivational Factors for Success
Sandra Mary Paterson (2014)
Design and practice of teaching environment under hybrid teaching mode. China Information Technology Education
F J Cong (2017)
10.1186/s40561-018-0051-4
Current problems with the prerequisites for flipped classroom teaching---a case study in a university in Northwest China
Yi Li (2018)
students in a mixed learning environment
Q L. (2018)
Internet +” mixed teaching research. Higher Education Development
B. Tang (2018)
10.1186/s12909-018-1328-6
E-learning for self-management support: introducing blended learning for graduate students – a cohort study
Virginia Munro (2018)
Advantages and disadvantages of MOOCs from the perspective of empirical analysis
X. Ma (2014)
10.1186/S41239-018-0107-0
Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study
Klaudia Bovermann (2018)
The flipped classroom strategy: What is it and how can it best be used
N. B. Milman (2012)
Research on multi-dimensional and interactive SPOC hybrid teaching mode
C. H. Ding (2017)
A review of hybrid learning teaching mode in foreign universities
M. L. Sun (2015)
10.1186/s42862-019-0002-0
Driving, sustaining and scaling up blended learning practices in higher education institutions: a proposed framework
C. Lim (2019)
10.2190/EC.44.1.a
Changes in Student Motivation During Online Learning
Kyong-Jee Kim (2011)
10.1186/s41039-016-0044-2
A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research
Chung Kwan Lo (2017)
10.1186/s12909-016-0716-z
Blended learning: how can we optimise undergraduate student engagement?
Caroline E Morton (2016)
10.14307/JFCS105.2.12
The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies.
Aaron Röhl (2013)
10.1186/1472-6920-11-7
Lessons learnt from comprehensive evaluation of community-based education in Uganda: a proposal for an ideal model community-based education for health professional training institutions
Dan Kabonge Kaye (2011)
10.19173/IRRODL.V18I6.3087
Types of Participant Behavior in a Massive Open Online Course
Tali Kahan (2017)
An empirical study on the acceptance of hybrid teaching by university
J. M. Zhao (2017)
A randomized crossover design
A. J. Prunuske (2016)
College English SPOC flipped classroom: An effective learning model construction. Foreign Language Audio Visual Teaching
N Wang (2016)
10.1080/0020739X.2013.822582
Student learning and perceptions in a flipped linear algebra course
Betty Love (2014)



Semantic Scholar Logo Some data provided by SemanticScholar