Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms

This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-s...

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Autores principales:	Jerry Chih-Yuan Sun, Yu-Ting Wu
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	OpenCourseWare flipped classroom distance learning learning outcome Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a2957c5ba8d14d2f986c613563eb564c
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spelling	oai:doaj.org-article:a2957c5ba8d14d2f986c613563eb564c2021-12-02T19:20:43ZAnalysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms10.19173/irrodl.v17i1.21161492-3831https://doaj.org/article/a2957c5ba8d14d2f986c613563eb564c2016-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2116https://doaj.org/toc/1492-3831This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction. The experimental method was supplemented with qualitative interviews. Overall, 181 freshmen taking a course on physics were allowed to choose their own class based on their preferred teaching method (experimental or control group). The findings indicated that learners in the experimental group scored higher for learning achievement. When selecting a teaching method, if sufficient resources are available, it is suggested that teachers provide learners with the combination of OCW and flipped classroom. Although there was no significant between-group difference in terms of teacher-student interactions and learning satisfaction, the interactions in the flipped classroom had positive effect on students’ learning achievement. The use of the flipped classroom model allows for adequate teacher-student interactions, as teachers can provide guidance and assistance to students in person, while there are greater opportunities for collaborative learning among learners. In addition, since the flipped classroom model emphasizes the process of learning rather than its outcomes, information technology tools should be used to keep detailed records and follow the learning process in order to assess various aspects of the learners’ growth. The results of this study can serve as a reference for future studies on the flipped classroom model and OpenCourseWare, as well as for teachers and researchers in related fields.Jerry Chih-Yuan SunYu-Ting WuAthabasca University PressarticleOpenCourseWareflipped classroomdistance learninglearning outcomeSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	OpenCourseWare flipped classroom distance learning learning outcome Special aspects of education LC8-6691
spellingShingle	OpenCourseWare flipped classroom distance learning learning outcome Special aspects of education LC8-6691 Jerry Chih-Yuan Sun Yu-Ting Wu Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms
description	This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction. The experimental method was supplemented with qualitative interviews. Overall, 181 freshmen taking a course on physics were allowed to choose their own class based on their preferred teaching method (experimental or control group). The findings indicated that learners in the experimental group scored higher for learning achievement. When selecting a teaching method, if sufficient resources are available, it is suggested that teachers provide learners with the combination of OCW and flipped classroom. Although there was no significant between-group difference in terms of teacher-student interactions and learning satisfaction, the interactions in the flipped classroom had positive effect on students’ learning achievement. The use of the flipped classroom model allows for adequate teacher-student interactions, as teachers can provide guidance and assistance to students in person, while there are greater opportunities for collaborative learning among learners. In addition, since the flipped classroom model emphasizes the process of learning rather than its outcomes, information technology tools should be used to keep detailed records and follow the learning process in order to assess various aspects of the learners’ growth. The results of this study can serve as a reference for future studies on the flipped classroom model and OpenCourseWare, as well as for teachers and researchers in related fields.
format	article
author	Jerry Chih-Yuan Sun Yu-Ting Wu
author_facet	Jerry Chih-Yuan Sun Yu-Ting Wu
author_sort	Jerry Chih-Yuan Sun
title	Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms
title_short	Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms
title_full	Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms
title_fullStr	Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms
title_full_unstemmed	Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms
title_sort	analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/a2957c5ba8d14d2f986c613563eb564c
work_keys_str_mv	AT jerrychihyuansun analysisoflearningachievementandteacherstudentinteractionsinflippedandconventionalclassrooms AT yutingwu analysisoflearningachievementandteacherstudentinteractionsinflippedandconventionalclassrooms
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Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms

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