Abstract
Flipped teaching is one of the most popular innovative teaching methods which has attracted a lot of attention and lead to amount of discussion in recent years. Many educators have generally encountered same doubt when implementing flipped education: Is this kind of teaching mode only applicable to students with high learning achievements? In addition, collaborative learning is often applied in flip teaching and it is also an issue worth to explore. In this study, both quantitative and qualitative studies were conducted to examine the potential factors in affecting the learners’ satisfaction in flipped education. The survey results from 171 participants showed that collaborative learning and need for cognition are significant predictors of learning satisfaction. In addition, a deeper look at the collaborative learning process was further examined by conducting deep interview. A total of 12 students from 6 different flipped-teaching courses participated the interview. The findings suggested that arranging some activities to encourage students to know each other before class that helps students find corresponding group and facilitates their expertise for collaborative learning. The mechanism significantly influenced team members’ engagement, discussion atmosphere, and efficiency. In addition, when learning tasks diversity, it will also enhance students’ innovative ability, empathy, and even promote mutual learning.
Highlights
In recent years, flipped teaching has attracted considerable attention and aroused widespread discussion
In the literature related to education, Sadowski and Gülgös (1996) studied how cognitive needs affect academic performance, and the results prove that students with high cognitive needs achieve more academic achievements than those with low cognitive needs, because the former can deal with information more effectively than the latter
In a study that discussed the relationship between cognitive needs and the ability to solving complex problems (Nair and Ramnarayan, 2000), it was pointed out that current cognitive needs have a significant positive correlation with solving complex problems, because people with high cognitive needs collect information and make multifaceted decisions about problems; they are more likely to succeed in solving problems
Summary
In recent years, flipped teaching has attracted considerable attention and aroused widespread discussion. Results show that the group receiving flipped teaching generally performed better in tests and examinations and had a higher degree of mastery of design issues (Mason et al, 2013). The course requires students to complete a project related to information security in the form of a group at the end of the semester. The course requires students to establish a publishing house to publish a book at the end of the semester, in order to understand the actual operating conditions of the publishing industry through the process of participation. The course requires students to put the business plan on the fundraising platform to raise funds and acquire relevant knowledge of plan writing, service design, and financial management in the process.
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