Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach

In flipped learning (FL), the pre-class section plays an important role and determines whether meaningful and deep-level learning can take place in the following in-class section. However, previous studies focus on in-class learning and research little on the pre-class section. In order to explore a...

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Autores principales:	Shu-Rong Zhao, Hong Li
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/560f302dd1db41428a5dad024321e041
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id	oai:doaj.org-article:560f302dd1db41428a5dad024321e041
record_format	dspace
spelling	oai:doaj.org-article:560f302dd1db41428a5dad024321e0412021-11-18T00:33:43ZUnpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach2158-244010.1177/21582440211058203https://doaj.org/article/560f302dd1db41428a5dad024321e0412021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211058203https://doaj.org/toc/2158-2440In flipped learning (FL), the pre-class section plays an important role and determines whether meaningful and deep-level learning can take place in the following in-class section. However, previous studies focus on in-class learning and research little on the pre-class section. In order to explore an interactive mode which can ensure the effect of pre-class learning, a production-oriented peer collaboration FL framework was proposed and applied to the Business English course. Mixed research methods including questionnaire and focus group interview were used to test the effectiveness of the framework and explore effective forms of interaction. Data analysis shows that the FL framework improved significantly social interaction self-efficacy, help-seeking, and self-evaluation in self-regulated learning, thus ensured quality pre-class learning. As to interaction, eight collaboration forms were found through thematic analysis, namely comparison, correction, reaching agreement, supervision, inspiration, complementation, negotiation, and emotional support. Among them, comparison is the most beneficial and frequently mentioned collaborative behavior. This research provides an empirical case for peer interaction based on online learning tasks. It helps enrich interactive research in FL and provides teaching reference for practitioner teachers by offering a feasible framework.Shu-Rong ZhaoHong LiSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Shu-Rong Zhao Hong Li Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach
description	In flipped learning (FL), the pre-class section plays an important role and determines whether meaningful and deep-level learning can take place in the following in-class section. However, previous studies focus on in-class learning and research little on the pre-class section. In order to explore an interactive mode which can ensure the effect of pre-class learning, a production-oriented peer collaboration FL framework was proposed and applied to the Business English course. Mixed research methods including questionnaire and focus group interview were used to test the effectiveness of the framework and explore effective forms of interaction. Data analysis shows that the FL framework improved significantly social interaction self-efficacy, help-seeking, and self-evaluation in self-regulated learning, thus ensured quality pre-class learning. As to interaction, eight collaboration forms were found through thematic analysis, namely comparison, correction, reaching agreement, supervision, inspiration, complementation, negotiation, and emotional support. Among them, comparison is the most beneficial and frequently mentioned collaborative behavior. This research provides an empirical case for peer interaction based on online learning tasks. It helps enrich interactive research in FL and provides teaching reference for practitioner teachers by offering a feasible framework.
format	article
author	Shu-Rong Zhao Hong Li
author_facet	Shu-Rong Zhao Hong Li
author_sort	Shu-Rong Zhao
title	Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach
title_short	Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach
title_full	Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach
title_fullStr	Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach
title_full_unstemmed	Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach
title_sort	unpacking peer collaborative experiences in pre-class learning of flipped classroom with a production-oriented approach
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/560f302dd1db41428a5dad024321e041
work_keys_str_mv	AT shurongzhao unpackingpeercollaborativeexperiencesinpreclasslearningofflippedclassroomwithaproductionorientedapproach AT hongli unpackingpeercollaborativeexperiencesinpreclasslearningofflippedclassroomwithaproductionorientedapproach
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Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach

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