Effects of integrating an interactive response system into flipped classroom instruction on students' anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns. (April 2022)

• Record Type: Journal Article
• Authors: Sun, Jerry Chih-Yuan; Lin, Hsiu-Shan
• Is Part Of: Computers & education. Volume 180(2022)
• Publication Date: 2022-04
• Subjects: IRS interactive response system; Cooperative/collaborative learning -- Improving classroom teaching -- Interactive learning environments -- Teaching/learning strategies; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2022.104430
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: The purpose of this study was to explore the effect of different interactive response systems integrated with flipped classroom instruction on students' self-efficacy, collective efficacy, and sequential behavioral patterns, as well as to investigate the relationship among these three aspects. A quasi-experimental research design was adopted. The anti-phishing learning self-efficacy scale, the anti-phishing collective efficacy scale, and an analysis of students' sequential behavioral patterns in the classroom were conducted. The participants were 87 7th-grade students who were assigned to a non-interactive response system (IRS) group, an individual IRS group, and a shared-IRS group, with 29 participants in each group. Flipped classroom instruction was incorporated into all three groups. For the classroom activities, the non-IRS group underwent a traditional polling method—that is, the polling activities were conducted by writing on small whiteboards. The individual IRS group used a personal interactive response system to carry out the classroom polling activities, while the shared-IRS group used a group-sharing-based interactive response system. The results indicated that when incorporating the interactive response system into the flipped classroom, peer support behavior was the key to enhanced self-efficacy. Meanwhile, the shared-IRS approach helped motivate students to interact with the teacher after the voting activity. However, the link between knowledge construction behaviors among peers and behaviors when using the interactive response system was weak. It is suggested that in addition to using educational technologies for teaching, teachers may guide their peers to demonstrate mutual recognition and obtain knowledge of effective communication skills in order to enhance students' self-efficacy and collective efficacy. Highlights: A coding analysis of interaction behaviors in a flipped classroom was conducted. With IRS in a flipped classroom, peer support behaviors strengthen self-efficacy. It promotes students to maintain the positive cycle of flipped learning. Peer knowledge construction behaviors affect collective efficacy. IRS allows students to reach a preliminary consensus during discussions.