A Learning Analytics Approach to Investigating Pre-Service Teachers' Change of Concept of Engagement in the Flipped Classroom

Autor/inn/en	Sun, Fu-Rong; Hu, Hong-Zhen; Wan, Rong-Gen; Fu, Xiao; Wu, Shu-Jing
Titel	A Learning Analytics Approach to Investigating Pre-Service Teachers' Change of Concept of Engagement in the Flipped Classroom
Quelle	In: Interactive Learning Environments, 30 (2022) 2, S.376-392 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Fu-Rong) ORCID (Wan, Rong-Gen) ORCID (Wu, Shu-Jing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1660996
Schlagwörter	Learning Analytics; Preservice Teachers; Educational Change; Learner Engagement; Flipped Classroom; Cognitive Style; Academic Achievement; Foreign Countries; Learning Strategies; China + Suchen Sie Ihr Suchwort? Bildungsreform; Flipped classrooms; Flip teaching; Inverted teaching; Cognitive styles; Kognitiver Stil; Schulleistung; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	To determine the impact of cognitive style on change of concept of engagement in the flipped classroom, a sequential analysis from the perspective of Bloom's Taxonomy was conducted to establish if significant differences existed between the learning achievements and engagement of students with different cognitive styles. The participants were pre-service teachers who had registered for a school-based curriculum development methodology course in China, with a total of 53 students from two classes, who performed a total of 1,599 behaviors in the discussion sections. The results show that the concepts of "evaluate" (31.52%) and "analyze" (27.77%) were the two most frequent behaviors in the Bloom's Taxonomy. The "remember" and "evaluate" were the significant starting behaviors for all of the students; "remember" and "evaluate" were the significant starting behaviors for the intuitive-style students, while "understand" was a significant starting behavior for the analytical-style students. This confirms that the students with different cognitive styles implemented multiple strategies for learning. It is also found that the flipped learning promoted the students' achievement. The conclusions suggest that it is important to match the cognitive styles of students as well as the instructional methods in order to improve students' learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01