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Exploring Student Interactions with Preparation Activities in a Flipped Classroom Experience

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dc.contributor.authorPardo, A.
dc.contributor.authorGasevic, D.
dc.contributor.authorJovanovic, J.
dc.contributor.authorDawson, S.
dc.contributor.authorMirriahi, N.
dc.date.issued2019
dc.description.abstractThe success of the flipped classroom (FC) is effectively reliant on the level of student engagement with the preparatory activities prior to attending face-to-face teaching sessions. Information about the nature and level of student engagement with these activities can help instructors make informed decisions regarding how to best support student learning. Despite the comprehensive data collection enabled by the increasing presence of education technologies, few studies have used these data to investigate the range of strategies students employ in FC models. This study addresses this deficit by proposing an analytical approach that allows for exploring a) the strategies students use to interact with online preparation activities; and b) evolution of those strategies over the duration of a course delivered with a FC pedagogy. The proposed approach identified eight learning strategies and six trajectories of strategy change over the duration of the course, with statistically significant effects of strategy change trajectories on academic performance.
dc.identifier.citationIEEE Transactions on Learning Technologies, 2019; 12(3):333-346
dc.identifier.doi10.1109/TLT.2018.2858790
dc.identifier.issn1939-1382
dc.identifier.issn1939-1382
dc.identifier.orcidPardo, A. [0000-0002-6857-0582]
dc.identifier.urihttps://hdl.handle.net/11541.2/133583
dc.language.isoen
dc.publisherIEEE COMPUTER SOC
dc.rightsCopyright 2018 IEEE Access Condition Notes: Accepted manuscript available open access
dc.source.urihttps://doi.org/10.1109/TLT.2018.2858790
dc.subjectJ.1.b education
dc.subjectK.3.1.b computer-assisted instruction
dc.subjectN.2.b learning management systems
dc.subjectN.4.c personalized e-learning
dc.titleExploring Student Interactions with Preparation Activities in a Flipped Classroom Experience
dc.typeJournal article
pubs.publication-statusPublished
ror.fileinfo12276479180001831 13276479170001831 Open Access Postprint
ror.mmsid9916225810001831

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