Towards a Flipped Classroom Based on a Context-Aware Mobile Learning System (FC-CAMLS)

Towards a Flipped Classroom Based on a Context-Aware Mobile Learning System (FC-CAMLS)

Mahnane Lamia (LRS Laboratory, University of Badji Mokhtar, Annaba, Algeria) and Hafidi Mohamed (LRS Laboratory, University of Badji Moktar, Annaba, Algeria)
Copyright: © 2020 |Pages: 14
DOI: 10.4018/978-1-7998-1591-4.ch003

Abstract

The approach proposed in this chapter called flipped classroom based on context-aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. Firstly, the authors present a quantitative analysis by means of structural equation modeling to analyze the causal relationships of knowledge, skills, and motivation with students' satisfaction. Secondly, they confirm that the proposed flipped classroom has positive effects on students' knowledge, skills, and motivation. Finally, the research provides useful results that the use of the context dimensions and learner feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.
Chapter Preview
Top

Research Background

Students’ Motivation in Flipped Classroom

One of the underlying mechanisms contributing to increased performance in flipped classrooms is the intrinsic motivation of students (Persky & McLaughlin, 2017; Sergis, Sampson & Pelliccione, 2018). Following cognitive evaluation theory (a sub theory of self-determination theory), motivation can be enhanced through fulfilling the need for autonomy and competence (Deci & Ryan, 1980). With regard to flipped classrooms, autonomy might be supported by the freedom to choose from different study materials when preparing for class and planning these activities in students’ own time and pace (Bouwmeester et al., 2016). However, the short timeframes in which students need to prepare might hamper this autonomy (Deci & Ryan, 2000; Street et al., 2015).

With respect to competence, formative testing can be implemented in flipped classrooms. Formative testing with extensive feedback as part of pre-class preparation could stimulate student confidence, because the feedback can provide students with insight into their own strengths and help them determine gaps in their knowledge (De Kleijn, Bouwmeester, Ritzen, Ramaekers & Van Rijen, 2013). Other ways to enhance competence is to provide students with positive feedback and acknowledge their contribution during in-class activities (Deci & Ryan, 2000; Persky & McLaughlin, 2017).

Complete Chapter List

Search this Book:
Reset