Effects of epistemic preparative activities on students' understanding in a flipped classroom

Wakako Fushikida, Hiroki Oura, Ryo Yoshikawa

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

This study aims to evaluate cognitive learning outcomes using a comprehension test in a flipped classroom designed to integrate both acquisition and utilization of new knowledge. In this study, as epistemic preparative activities (EPA), we proposed authentic adventure games that are relevant to the learning contents of lecture videos and face-to-face activities, which can encourage students to understand and apply knowledge. Furthermore, we compared students' scores in the comprehension tests between an individual EPA group and a collaborative EPA group, in order to determine which EPA style has a greater advantage in a flipped classroom model. These findings indicate that the collaborative EPA group tended to perceive greater understanding of the material. We assumed that collaborative EPA effectively encourages students in knowledge acquisition and construction.

Original languageEnglish
Title of host publicationMulti Conference on Computer Science and Information Systems, MCCSIS 2019 - Proceedings of the International Conference on e-Learning 2019
EditorsMiguel Baptista Nunes, Pedro Isaias, Luis Rodrigues
PublisherIADIS Press
Pages287-290
Number of pages4
ISBN (Electronic)9789898533883
DOIs
Publication statusPublished - 2019
EventInternational Conference on e-Learning 2019, EL 2019 - Porto, Portugal
Duration: 17 Jul 201919 Jul 2019

Publication series

NameMulti Conference on Computer Science and Information Systems, MCCSIS 2019 - Proceedings of the International Conference on e-Learning 2019

Conference

ConferenceInternational Conference on e-Learning 2019, EL 2019
Country/TerritoryPortugal
CityPorto
Period17/07/1919/07/19

Keywords

  • Epistemic Cognition
  • Flipped Classroom
  • Statistical Education

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