The Relationships among Gender, Cognitive Styles, Learning Strategies, and Learning Performance in the Flipped Classroom
摘要：
This study re-designed the classroom activities with consideration to interactions between human factors, such as gender and cognitive style, to technology as well as human-to-human interactions in the flipped classroom and explored their interrelationships. Sixty-two first-year college students of a Packaged Software and Application course were divided into two groups. The experimental group(N = 29) employed the revised flipped classroom format, while the conventional flipped classroom model was used with the control group (N = 27). Research data were obtained via pre-class quizzes, final grades, a learning satisfaction questionnaire, and interviews. The results led to the following conclusions:(1) Cognitive style and learning strategy significantly affected students’ learning performance and satisfaction in both the flipped and revised flipped classrooms. (2) The interactive video, peerlearning, and social management issues associated with group work may motivate students’ selfregulation. The implications of these results for the design of the flipped classroom are discussed in detail.
類型：
期刊論文
著作語言：
英文
作者：
作者： 陳林芳、陳玉婷、劉世南
學校系所：
應用英語系
卷期：
INTERNATIONAL JOURNAL OF HUMAN；vol. 3 卷；period 4 期
