Abstract
Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend. Applying nonequivalent pretest posttest control group design to the experimental research, 242 students of Xuchang University in Henan Province are proceeded the 2×2 experiment integrating flipped classroom teaching method with cooperative learning for 15 weeks, 3hrs per week. The research results show significant effects of 1. flipped classroom teaching method on learning motivation, 2. flipped classroom teaching method on learning outcome, 3. cooperative learning on learning motivation, 4. cooperative learning on learning outcome, 5. flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation, and 6. flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome. Finally, suggestions are proposed according to the results, expecting to assist domestic education in promoting students’ learning motivation and outcome as well as teaching methods.
Highlights
INTRODUCTIONNew innovation and improvement emerged in the field of information technology
In the past decade, new innovation and improvement emerged in the field of information technology
Flipped classroom teaching method appears significant differences from traditional didactic instruction in learning motivation and learning outcome which are higher with flipped classroom teaching method than with traditional didactic instruction that H1 and H2 are supported
Summary
New innovation and improvement emerged in the field of information technology. The effect of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome is discussed in this study in order to achieve the outcome of flipped classroom instruction and allow students being more successful. In the cooperative learning environment, the teaching model appeared major changes from “teacher centered” to “student centered”; teachers were learning guides, while students were active learners (Huang & Hong, 2016) In this case, cooperative learning was a structured and systematic teaching strategy to precede learning with heterogeneous grouping, team discussion and interaction, and peer assistance and to cultivate students more cooperation skills to achieve common learning goals. Hwang and Tsai (2015) provided specific methods for readers’ reference through flipped classroom and understood that flipped classroom could reduce the time for teachers interpreting knowledge to increase more time for explaining students’ learning problems It would enhance teaching efficacy as well as promote students’ learning outcome. H6: Flipped classroom teaching method integrated cooperative learning shows notable effects on the promotion of learning outcome
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