Schema Theory-Based Flipped Classroom Model Assisted With Technologies

Abstract

The flipped model assisted with technologies has an edge over the non-flipped model. Through collecting, generalizing, systemizing, and summarizing around 70 publications from SSCI, A&HCI, and EI Compendex databases, it was concluded that the flipped approach could assimilate and adapt learners' schemata before class. In class, the pre-class schemata activation and construction have laid a solid foundation for students' in-class learning activities. Students could achieve successful schemata modification and reconstruction with the assistance of both their partners and teachers through collaborative learning. In the non-flipped classroom, however, they not only lacked the pre-class round of schemata assimilation and adaptation but also could not successfully activate their existing schemata. After class, students in the flipped model with technology could communicate with teachers through the online platform to continue their schemata adaptation process. Future empirical studies are needed to identify the effectiveness of flipped classrooms assisted with technologies.