Abstract
Students’ learning engagement is recognized as one of the main components of effective instruction and a necessary prerequisite for learning, but students’ learning engagement in flipped classroom poses some pedagogical challenges. This study aimed to promote students’ learning engagement via the flipped classroom approach. Design-based research (DBR) was adopted in this study to conduct an experiment involving three iterations in a Modern Educational Technology (MET) course in a Chinese university. The participants included 36 third-year pre-service teacher undergraduates. Classroom observations and a learning engagement questionnaire were used to measure the effectiveness of the flipped instruction in terms of students’ learning engagement. Data analysis applied descriptive statistics, ANOVA, and paired samples t tests. The results showed that after three rounds of iterative experiments, students’ learning engagement (behavioral, cognitive, and emotional) significantly improved. Several principles are provided as guidelines for instructors to implement flipped classroom approach to promote students’ learning engagement.
Highlights
Flipped classroom, as a hybrid teaching method, has gained wide popularity in higher education around the world, with the aim of improving student achievement by promoting their learning engagement and improving their learning experience (Bossaer et al, 2016; Chiang, 2017; Day, 2018)
Some studies have found that students’ academic achievement improved in flipped classrooms, but some key indicators of students’ learning engagement have not been improved (Strayer, 2012), such as interest and satisfaction (Fredricks et al, 2004), which even gradually declined in the process (Sickle, 2016; Alten et al, 2019)
This study aimed to understand what is happening in flipped classrooms, and to understand how learning engagement can be promoted in the application of the flipped classroom approach, especially when students are faced with real learning tasks
Summary
As a hybrid teaching method, has gained wide popularity in higher education around the world, with the aim of improving student achievement by promoting their learning engagement and improving their learning experience (Bossaer et al, 2016; Chiang, 2017; Day, 2018). Much evidence supports that flipped classrooms play a positive role in improving students’ academic achievement (e.g., Lo et al, 2017; Alten et al, 2019), challenges of promoting students’ learning engagement in this instruction approach are still to be completely solved. Teachers need useful instructional strategies for guiding the design and implementation of flipped classrooms for promoting students’ learning engagement, such as effective pre-class learning guidance (Stoltzfus, 2016) and active classroom communication (Graziano, 2017). Providing more useful teaching strategies for teachers requires understanding how to design effective flipped instruction to promote students’ learning engagement, and how to support students’ learning engagement. This study aimed to comprehensively explore students’ learning engagement in a flipped classroom to make up for the shortcomings of the above research
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