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Publication
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| Research Title |
Mobile Technology-enhanced Flipped Learning for Scientific Laboratory: A Comparison of Students' Perceptions and Engagement |
| Date of Distribution |
28 November 2016 |
| Conference |
| Title of the Conference |
The 24th International Conference on Computers in Education (ICCE 2016) |
| Organiser |
Asia-Pacific Society for Computers in Education (APSCE) |
| Conference Place |
Indian Institute of Technology Bombay (IIT Bombay) |
| Province/State |
Mumbai,india |
| Conference Date |
28 November 2016 |
| To |
2 December 2016 |
| Proceeding Paper |
| Volume |
2016 |
| Issue |
1 |
| Page |
268-275 |
| Editors/edition/publisher |
Chen, W. et al. |
| Abstract |
Many educators have been widely recognized flipped learning as a pedagogic approach in 21st century education. While, advancement of mobile and wireless communication technologies provides a new learning opportunity for students via mobile devices as anywhere, anytime, and anyone learning. In this study, the researchers compared high school students’ affective domain of learning such as perception and engagement between flipped inquiry learning and conventional flipped learning via mobile technology. The study was conducted with 61 eleventh graders in Northeastern region of Thailand who agreed to participate, and they were assigned into one experimental group, receiving mobile flipped inquiry learning, and another of control group, receiving mobile conventional flipped learning. Both were examined their perceptions and engagements using 20 and 21 items of 5-points Likert-scale questionnaire after interacting with the interventions. The results showed that students in experimental group who have learned with the mobile flipped inquiry learning have better perceptions and engagements than students in control group. This finding implied that flipped inquiry learning with mobile technology could be a better pedagogic strategy for engaging high school students into scientific laboratory class than conventional flipped mobile learning. In addition, the integration of mobile technology into classroom with effective strategy could enhance students’ development of affective domain for learning science. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
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