Abstract
This study uses an integrated pedagogical tool for knowledge learning as an on-line tool for flipped classroom activities and as an off-line capability training tool. Theoretically, the Experiential Learning Cycle (ELC) plays a critical role in promoting students learning effectiveness and performance. However, a dearth of research has applied M-learning and flipped classroom in combination with the ELC stages such as concrete experience, reflective observation, abstract conceptualization, and active experimentation to examine the knowledge and ability learning outcomes for students. This study integrates the On line to Off line (O2O) classroom development and usage derived from the four stages of ELC based on on-line knowledge learning and off-line ability training in Microeconomics courses. The results revealed significant improvements in students learning outcomes after O2O mode was implemented. In comparison with traditional teaching methods, not only does O2O teaching significantly improve the students’ learning result of professional knowledge, but O2O teaching also significantly enhanced the capabilities of the students. Furthermore, this study reports the findings from major activities of each ELC stage in O2O classroom practice along with the mapping of on-line learning and off-line training included in the aforementioned stages. Finally, the study provides pedagogical implications and future research directions.
Highlights
Massive Open Online Course (MOOC) is an emerging form of online learning based on network and mobile intelligence technology
MOOC removes the limitation of time and space on educational resources so that students can enroll in courses in top universities at home, gaining the flexibility to allocate their learning time and energy according to personal needs
Major Activities and Findings Based on Integrating M-Learning Use and Flipped Classroom (FC) Practice
Summary
Massive Open Online Course (MOOC) is an emerging form of online learning based on network and mobile intelligence technology. In January 2018, the Ministry of Education in China held a press conference to announce the formal launching of 490 “National Excellent Online Courses” It is the first time in the world, that full support from a national State power was provided towards launching a new online education mode, and the quantity of China’s MOOC has topped the global list ever since. People find that many MOOC online courses are still dominated by the cognitive mode of classes, and that there is almost no interaction between teachers and students, let alone cultivating the students’ learning habits of behaviorism and constructivism. Such phenomenon goes against the concept of MOOC. MOOC presents potential negative effects in at least three aspects: that is, hindering the goal of improving the individualized teaching quality, impairing the intrinsic educational value of the technology itself, and affecting the essential function of university education [1]
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