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The Mapping of On-Line Learning to Flipped Classroom: Small Private Online Course

Author

Listed:
  • Muqiang Zheng

    (Department of International Trade, Business School of Shantou University, 243 Daxue Rd., Jinping Dist., Shantou 528400, China)

  • Chien-Chi Chu

    (Department of Finance, Business School of Shantou University, 243 Daxue Rd., Jinping Dist., Shantou 528400, China)

  • Yenchun Jim Wu

    (Graduate Institute of Global Business and Strategy, National Taiwan Normal University, Taipei 10645, Taiwan
    College of Innovation and Entrepreneurship, National Taipei University of Education, Taipei 10671, Taiwan)

  • Wanxing Gou

    (Department of Finance, Business School of Shantou University, 243 Daxue Rd., Jinping Dist., Shantou 528400, China)

Abstract

This study uses an integrated pedagogical tool for knowledge learning as an on-line tool for flipped classroom activities and as an off-line capability training tool. Theoretically, the Experiential Learning Cycle (ELC) plays a critical role in promoting students learning effectiveness and performance. However, a dearth of research has applied M-learning and flipped classroom in combination with the ELC stages such as concrete experience, reflective observation, abstract conceptualization, and active experimentation to examine the knowledge and ability learning outcomes for students. This study integrates the On line to Off line (O2O) classroom development and usage derived from the four stages of ELC based on on-line knowledge learning and off-line ability training in Microeconomics courses. The results revealed significant improvements in students learning outcomes after O2O mode was implemented. In comparison with traditional teaching methods, not only does O2O teaching significantly improve the students’ learning result of professional knowledge, but O2O teaching also significantly enhanced the capabilities of the students. Furthermore, this study reports the findings from major activities of each ELC stage in O2O classroom practice along with the mapping of on-line learning and off-line training included in the aforementioned stages. Finally, the study provides pedagogical implications and future research directions.

Suggested Citation

  • Muqiang Zheng & Chien-Chi Chu & Yenchun Jim Wu & Wanxing Gou, 2018. "The Mapping of On-Line Learning to Flipped Classroom: Small Private Online Course," Sustainability, MDPI, vol. 10(3), pages 1-14, March.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:3:p:748-:d:135439
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    References listed on IDEAS

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    1. Chaker Ben Mahmoud & Ikbel Azaiez & Fathia Bettahar & Faiez Gargouri, 2016. "Discovery Mechanism for Learning Semantic Web Service," International Journal on Semantic Web and Information Systems (IJSWIS), IGI Global, vol. 12(1), pages 23-43, January.
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    Cited by:

    1. Weiguaju Nong & Huan Cao, 2023. "The Effect of Blended Learning and Flipped Classroom Approaches for a Research Method Course on Undergraduate Students in Preschool Education in China," International Journal of Higher Education, Sciedu Press, vol. 12(4), pages 1-1, August.
    2. Clemente Rodríguez-Sabiote & Álvaro Manuel Úbeda-Sánchez & José Álvarez-Rodríguez & Daniel Álvarez-Ferrándiz, 2020. "Active Learning in an Environment of Innovative Training and Sustainability. Mapping of the Conceptual Structure of Research Fronts through a Bibliometric Analysis," Sustainability, MDPI, vol. 12(19), pages 1-18, September.
    3. Thanisorn Rojanadilok & Viroj Daraviroj, 2019. "Perception of Thai Students about Graduate Business Program: Comparison between Online and On-Campus Program," Information Management and Business Review, AMH International, vol. 11(1), pages 13-16.
    4. Ling Wang & Gongliang Hu & Tiehua Zhou, 2018. "Semantic Analysis of Learners’ Emotional Tendencies on Online MOOC Education," Sustainability, MDPI, vol. 10(6), pages 1-19, June.

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