Abstract
The COVID 19 pandemic has forced schools, Universities to deliver courses in online learning environments. Finding an effective online learning model is crucial for online teachers to design, develop, and deliver an online course. This research has been conducted to analyze the online learning activities through using collaborative online learning in the flipped classroom for the students at the college level. Data have been gathered through an online questionnaire and it was sent to 300 first-year students in the department of electronic and electrical engineering attending physics courses at Cao Thang Technical College. Cronbach’s Alpha is applied to evaluate the reliability and internal consistency of the associated factors. The exploratory factor analysis is performed to extract the variables and measure the factor loading in this study. Nine factors have been found to evaluate the effectiveness of collaborative online learning with flipped classroom, including goal and learning outcome (GLO), assessment strategy (AS), learning task (LT), course content (CC), learning resource materials (LRM), collaborative online learning (COL), types of interactions (ToI), types of presence (ToP), problem-solving task in post-class (PST-PC). The relationship between the dependent variable and independent variables is determined by using the linear regression model. The results show that nine independent variables were used in the study viz. GLO, AS, LT, CC, LRM, COL, ToI, ToP, and PST-PC positively impact students’ satisfaction and further students’ satisfaction positively impact the effectiveness of online learning (EOL).
Highlights
The COVID 19 pandemic obliged schools, Universities to deliver courses in online learning environments
The correlation between the nine independent and the dependent variable are described by the following equation: effectiveness of online learning (EOL) = 1.465+ 0.066 GOL + 0.113AS + 0.072LT + 0.098CC + 0.169COL +0.073ToP+0.081ToI +0.048LRM + 0.132 problem-solving task in post-class (PST-PC)
The results of the study showed that implementing collaborative online learning (COL) in Flipped classroom (FC) has helped to foster increased cognitive presence, social presence and create a meaningful learning experience. - With regard to the variable assessment strategy (AS), we find that there is a positive relationship with EOL dependent variable
Summary
The COVID 19 pandemic obliged schools, Universities to deliver courses in online learning environments. The online learning model is still similar to the traditional classroom, students passively receive information during lectures. This online teaching model has disengaged students in the learning process. There has been little research on a framework for online teaching and learning model in which students are the heart of the learning process. Flipped classroom (FC) is a learner-centered approach, it encourages students to exploit content knowledge to reserve more time for learning activities in-class. This approach permits learners to improve higher-order thinking skills (Öztürk & Çakıroğlu, 2021).
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