Abstract
The flipped classroom approach is an emerging instructional approach that integrates digital technology. This approach has been applied in several fields, and it has demonstrated considerably higher learning effectiveness than conventional teaching modes. Common problems in its implementation that directly or indirectly affect learning effectiveness include students’ low intention to preview learning materials and low class participation. To overcome these problems, the present study sought to increase students’ intention to preview learning materials and participate in class through the implementation of educational activities integrated with an incentivisation system using a virtual currency and the provision of handouts. Students in two programming classes in the information management department of the participating university were divided into the experimental and control groups. The intention to preview learning materials, levels of class participation, and learning effectiveness were all significantly higher in the experimental group than in the control group.
Highlights
Conventional learning practices are characterised by students acquiring the content delivered by teachers
The present study explored the effects of the flipped classroom approach and the relevant educational activities and used STUSTCoin units as an incentive to encourage students’ intention to preview learning materials, participate in class, and learn effectively
Flipped classroom: a flipped classroom approach was implemented for both the experimental and control groups; Teaching content: the experimental and control groups were taught the same content; Grouping: students in the experimental and control groups were randomly assigned to group activities; Instructor: the experimental and control groups were taught by the same instructor
Summary
Conventional learning practices are characterised by students acquiring the content delivered by teachers. The flipped classroom approach, facilitated by digital technology, reverses the conventional teaching in which the teacher is at the centre of learning and students are passive receivers. In the flipped classroom, the teacher guides students to learn actively. Teachers prepare lecture videos and online handouts before class that students preview using mobile phones or laptops; this reduces the amount of time spent in class working to understand the material, enabling more time for self-learning, self-reflection on problems encountered, and discussion in class, thereby enhancing students’ logical thinking and problem-solving skills. The flipped classroom approach is an innovative pedagogical model that has begun to be applied in several fields of learning because it can foster self-learning and critical thinking skills and increase learning effectiveness. Akçayır and Akçayır [1]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
