Author:
Cui Tristan,Coleman Andrew
Abstract
In a flipped classroom, students engage in active learning
during class time and have individual information‑transmission
outside class time. University students need to complete the
pre/post‑class activities to fully benefit from flipped classroom.
It is important that teachers adopt practical methods including
teacher‑student out‑of‑classroom communication (OCC) to help
students manage their time effectively and stay on task. This
research examines the practice of OOC in a flipped first‑year
postgraduate Business Law course at an Australian university that
comprises a large overseas student cohort. By means of a
questionnaire, the researcher collected data about student
perceptions of OCC, their motives for engaging in OCC, and the
change of the motives in a flipped classroom. Student demographics,
online participation, and academic performance data were exported
from the university database. The student answers, participation,
and performance were measured and compared with t‑tests. The
preliminary results show that in a flipped classroom, students were
more motivated to engage in OCC. Moreover, the short‑term online
participation improved for the students who were communicated by the
teacher outside classroom. However, an analysis of the data
indicated no statistically significant difference in students’
academic performance. In the concluding sections of this paper, the
limitations of this study are acknowledged, followed by several
recommendations for future research.
Publisher
Academic Conferences International Ltd
Subject
Computer Science Applications,Education
Cited by
8 articles.
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