Utilizing online learning data to design face-to-face activities in a flipped classroom: a case study of heterogeneous g
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Utilizing online learning data to design face‑to‑face activities in a flipped classroom: a case study of heterogeneous group formation Jeongyun Han1 · Sun Young Huh2 · Young Hoan Cho2 · SoHyun Park1 · Jinhan Choi1 · Bongwon Suh1 · Wonjong Rhee1
© Association for Educational Communications and Technology 2020
Abstract This study investigates the possibility of utilizing online learning data to design face-toface activities in a flipped classroom. We focus on heterogeneous group formation for effective collaborative learning. Fifty-three undergraduate students (18 males, 35 females) participated in this study, and 8 students (3 males, 5 females) among them joined post-study interviews. For this study, a total of 6 student characteristics were used: three demographic characteristics obtained from a simple survey and three academic characteristics captured from online learning data. We define three demographic group heterogeneity variables and three academic group heterogeneity variables, where each variable is calculated using the corresponding student characteristic. In this way, each heterogeneity variables represents a degree of diversity within the group. Then, a two-stage hierarchical regression analysis was conducted to identify the significant group heterogeneity variables that influence face-toface group achievement. The results show that the academic group heterogeneity variables, which were derived from the online learning data, accounted for a significant proportion of the variance in the group achievement when the demographic group heterogeneity variables were controlled. The interviews also reveal that the academic group heterogeneity indeed affected group interaction and learning outcome. These findings highlight that online learning data can be utilized to obtain relevant information for effective face-to-face activity design in a flipped classroom. Based on the results, we discuss the advantages of this data utilization approach and other implications for face-to-face activity design. Keywords Online learning data · Activity design · Group heterogeneity · Learning analytics · Flipped classroom
* Wonjong Rhee [email protected] Extended author information available on the last page of the article
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Introduction With the development of technology, technology-enhanced learning environments that combine online and face-to-face (F2F) learning have gained increasing interest as an alternative model for instruction (Bayne 2015). A notable example is the flipped classroom, which typically blends F2F class with online learning (Bergmann and Sams 2012; Bishop 2013; Hwang et al. 2015; O’Flaherty and Phillips 2015). In online learning, students learn the basic concepts and skills at their own pace with online learning contents such as video lectures and online quizzes before they attend the F2F class. In the F2F class, collaborative learning is often implemented to engage students in the process of internalizing and building their knowledge through interactions with peers.
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