Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Hsu, Ting-Chia
• Is Part Of: Interactive learning environments. Volume 26:Issue 1(2018)
• Page Start: 91
• Page End: 105
• Publication Date: 2018-01-02
• Subjects: Interactive response application -- behavioural patterns -- feedback -- flipped classroom; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2017.1283332
• Languages: English
• ISSNs: 1049-4820

Abstract

ABSTRACT: To stimulate classroom interactions, this study employed two different smartphone application modes, providing an additional instant interaction channel in a flipped classroom teaching fundamental computer science concepts. One instant interaction mode provided the students ( N = 36) with anonymous feedback in chronological time sequence, while the other showed their feedback by "like" ranking ( N = 26). The behavioural patterns of undergraduates using these two different modes were compared. The results showed that the like-ranked feedback deepened the interaction between asking and answering questions, reduced the number of irrelevant messages, and increased attention to questionable messages. The students using the like-ranking mode also received more encouragement during the flipped classroom discussion activities.