Abstract
In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.
Highlights
Collis (1998) offered a concept for pedagogical re-engineering of existing courses that is more flexible, involves more student engagement and better structure, and is more attuned to students’ responsibility for their own continued learning. Wright and Cordeaux (1996) recommended a shift from instructor-transmission models to learner-oriented classrooms, taught according to the process-based model, to achieve effective learning
Based on concepts explored during the 1990s, Baker (2000) presented the pedagogy of flipped classroom, which captures the essence of innovative pedagogy
With the support of mobile technology, such as phones and tablets, which can afford new opportunities to directly influence learning processes and outcomes (Bernacki et al, 2020), the flipped classroom is being implemented in a wide range of disciplines at a variety of educational levels across many countries (Hao, 2016; Hinojolucena et al, 2018; Builfabrega et al, 2019; Su et al, 2019a,b, 2020)
Summary
Collis (1998) offered a concept for pedagogical re-engineering of existing courses that is more flexible, involves more student engagement and better structure, and is more attuned to students’ responsibility for their own continued learning. Wright and Cordeaux (1996) recommended a shift from instructor-transmission models to learner-oriented classrooms, taught according to the process-based model, to achieve effective learning. With the support of information and communications technology (ICT), which plays an increasingly important role in education for sustainable development (Carrión-Martínez et al, 2020), learners in an innovative pedagogy classroom take responsibility for communicating their meanings that freely convey socio-affective and meta-cognitive factors through social interaction (Farren, 2016). In line with these ideas, many innovative pedagogies have been proposed, for example, inquiry-based learning (Schwab, 1962), problem-based learning (Servant-Miklo, 2019; PBL was first implemented in 1969 at McMaster University School of Medicine), play-based learning (Cheng and Stimpson, 2004), and design-based learning (Nelson, 1984). Many studies have combined the task-driven instructional approach with the flipped classroom and evaluation shows that it has a certain degree of success in its application (Yin, 2015; Li, 2017; Hua, 2019; Su and Wu, 2021)
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