Huang Lanzi, Wang Kai, Li Shihua, Guo Jianwen
Center for Teacher Education Research, Beijing Normal University, Beijing, China.
School of Education, Hunan First Normal University, Changsha, Hunan Province, China.
Front Psychol. 2023 Jan 17;13:1098585. doi: 10.3389/fpsyg.2022.1098585. eCollection 2022.
Despite its importance, interaction remains limited in MOOC-based flipped classroom (MBFC) Grounded in social learning theory, we proposed an MBFC approach supported by social media to facilitate students' interaction with peers and learning performance. A quasi-experiment was conducted to compare the MBFC approach ( = 58) based on WeChat with the conventional MBFC approach ( = 52). The results revealed that the use of WeChat in an MBFC approach led to better performance in terms of watching video lectures and completing online exercises before the class; however, it did not significantly enhance student learning performance compared to the conventional MBFC approach. In addition, the study found that students were moderately satisfied with the MBFC approach supported by WeChat. According to a WeChat interaction quantity and quality analysis, students' non-substantive postings are much higher than students' substantive postings in WeChat interaction groups, but students' contributions to the postings have no significant effect on the final marks. Findings from this study could be of valuable reference for practitioners and researchers who plan to leverage social media tools such as WeChat to support student MOOC learning.
尽管其很重要，但在基于慕课的翻转课堂（MBFC）中互动仍然有限。基于社会学习理论，我们提出了一种由社交媒体支持的MBFC方法，以促进学生之间的互动和学习表现。进行了一项准实验，将基于微信的MBFC方法（n = 58）与传统的MBFC方法（n = 52）进行比较。结果显示，在MBFC方法中使用微信在课前观看视频讲座和完成在线练习方面带来了更好的表现；然而，与传统的MBFC方法相比，它并没有显著提高学生的学习表现。此外，研究发现学生对微信支持的MBFC方法中度满意。根据微信互动数量和质量分析，在微信互动群组中，学生的非实质性帖子远多于实质性帖子，但学生对帖子的贡献对最终成绩没有显著影响。本研究的结果可为计划利用微信等社交媒体工具支持学生慕课学习的从业者和研究人员提供有价值的参考。
