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Analysis of knowledge construction during group space activities in a flipped learning course
Author(s) -
Winter J.W.
Publication year - 2018
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12279
Subject(s) - facilitator , collaborative learning , mathematics education , cooperative learning , flipped classroom , psychology , educational technology , space (punctuation) , class (philosophy) , focus group , construct (python library) , facilitation , blended learning , active learning (machine learning) , knowledge management , teaching method , computer science , social psychology , sociology , artificial intelligence , operating system , neuroscience , anthropology , programming language
Flipped learning is a pedagogical approach that uses technology to deliver instructional content outside of class (individual space) and class time to engage in collaborative activities (group space). In a flipped learning course, the traditional classroom paradigm shifts and teachers become more facilitator than lecturer. Research on flipped learning is limited, in that studies are mostly conducted in postsecondary classrooms and focus on engagement and performance rather than the learning that occurs during collaboration. My study was designed to investigate group learning or knowledge construction during collaborative activities. Participants were middle school students from Hawaii. To identify group learning, I targeted a specific activity between three students in the group space. Using a computer‐supported collaborative learning framework, I recorded and analysed the group's verbal communication as they worked together. Moments of knowledge construction and interactions leading to those moments were analysed. Content analysis and lag sequential analysis revealed significant strategies used by students to construct knowledge. Some recommendations for practitioners include designing a need for teacher facilitation, incorporating questions that promote student discussion, and requiring students to reflect on their understanding. Future studies should include different K‐12 environments and focus on knowledge construction transfer between the individual and group learning spaces.