ABSTRACT
The overarching goal of this design-based research is to develop and evaluate a set of design principles for a fully online flipped classroom to support students' learning outcomes, behavioural, emotional, and cognitive engagement. In a fully online flipped classroom, students are encouraged to complete online pre-class activities asynchronously. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in classrooms, but rather online synchronously. The testbed involved a conventional flipped class (Cycle 0), a fully online flipped class (Cycle 1), and a refined fully online flipped class (Cycle 2). The results showed that although all three groups of students performed equally well in learning, the refined online flipped model was more effective in supporting students' behavioural engagement in the synchronous online class sessions than the online flipped model. This study contributes to the extant literature by explicating the design principles that support student engagement in fully online flipped learning.
ABSTRACT
This study investigated the effects of tangible rewards on student learning performance, knowledge construction of online discussions, and perception in fully online gamified learning during the COVID-19 pandemic. We conducted a quasi-experiment study involving two classes: (a) A control group (N = 26) utilized gamification points as main intangible rewards, and (b) A treatment group (N = 26) utilized gamification points as main intangible rewards and high-quality assignment samples from a previous cohort as tangible rewards. Results suggest that the presence of tangible rewards had no impact on learning performance. However, tangible rewards motivated students to create more posts and replied more often to a peer's post in online discussions. According to the survey responses, students liked the learning experience where both tangible rewards and game elements as intangible rewards were used all together in a gamified class. Students also preferred the provision of course content closely related to learning material as rewards and suggested offering multiple types of rewards at regular intervals. Most students in the tangible rewards group often checked their peers' posts for gaining new knowledge and reflecting on their own work by comparison, which also showed students' active participation in knowledge construction of online discussions. © 2021 IEEE.
ABSTRACT
School closures during the COVID-19 pandemic highlight the need for promoting efficient online learning. Without external pressure and guidance, fully online learners are expected to self-monitor their learning process and find paths to achieve learning goals;such abilities are considered self-regulated learning (SRL) skills. To become a self-regulated learner, the first step is to learn how to set effective learning goals. However, this is difficult for learners with lower SRL skills, since they may not have enough knowledge on selecting and adopting the appropriate goal setting strategies. Thus, there is a need for supporting fully online learners on setting effective learning goals. This study introduces a new approach of enhancing students' goal setting skills by interacting with a chatbot, which embedded some guiding questions based on a goal setting strategy. Students in an online course were invited to complete a goal setting activity prior to class, and their perceptions of the activity were collected via interviews. The findings from this study shed light on future designs of chatbot supporting SRL activities. © 2021 IEEE.