Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach

Shu-Rong Zhao,Hong Li

doi:10.1177/21582440211058203

Abstract

In flipped learning (FL), the pre-class section plays an important role and determines whether meaningful and deep-level learning can take place in the following in-class section. However, previous studies focus on in-class learning and research little on the pre-class section. In order to explore an interactive mode which can ensure the effect of pre-class learning, a production-oriented peer collaboration FL framework was proposed and applied to the Business English course. Mixed research methods including questionnaire and focus group interview were used to test the effectiveness of the framework and explore effective forms of interaction. Data analysis shows that the FL framework improved significantly social interaction self-efficacy, help-seeking, and self-evaluation in self-regulated learning, thus ensured quality pre-class learning. As to interaction, eight collaboration forms were found through thematic analysis, namely comparison, correction, reaching agreement, supervision, inspiration, complementation, negotiation, and emotional support. Among them, comparison is the most beneficial and frequently mentioned collaborative behavior. This research provides an empirical case for peer interaction based on online learning tasks. It helps enrich interactive research in FL and provides teaching reference for practitioner teachers by offering a feasible framework.

Highlights

With the integration of technology into higher education and wide recognition of learning-centered perception, flipped learning (FL) gets increasing popularity as a new and flexible approach
In order to find out the effects of the production-oriented peer collaboration flipped learning (POPCFL) framework, especially on the pre-class section, the researchers compared the data of same items of pre-questionnaire and post-questionnaire, grouped into three dimensions, self-efficacy, self-regulated learning (SRL), and workload
The mean values of them in post-questionnaire are significantly higher than those in the pre-questionnaire. It shows that the 16-week implementation of production-oriented peer collaboration FL framework has improved the students’ social interaction self-efficacy and SRL, but it has no significant effect on online learning self-efficacy and workload

Summary

Introduction

With the integration of technology into higher education and wide recognition of learning-centered perception, flipped learning (FL) gets increasing popularity as a new and flexible approach. It consists of two stages, pre-class learning and in-class learning (O’Flaherty & Phillips, 2015). Learners learn through recorded videos, presentations, and other materials, often online, at their own pace. In the in-class learning stage, learners engage in interactive classroom activities, including discussion, presentation, and problem-solving (Long et al, 2017). The effective performance of flipped learning relates to a large extent to the deep engagement in the preparatory knowledge acquisition in the pre-class stage (Pardo et al, 2019). Previous studies focus on in-class interactive learning activities, and the pre-class section is rarely studied (Robinson et al, 2020; Sun & Xie, 2020)

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