文章基本信息

标题：Integrating the SOP2 Model into the Flipped Classroom to Foster Cognitive Presence and Learning Achievements
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作者：Hsiu-Ling Chen ; Chiung-Yun Chang
期刊名称：Educational Technology and Society
印刷版ISSN：1176-3647
电子版ISSN：1436-4522
出版年度：2017
卷号：20
期号：1
页码：274-291
出版社：IFETS - Attn Kinshuck
摘要：This study explored student teachers cognitive presence and learning achievements by integrating the SOP2 Model in which self-study (S), online group discussion (O) and double-stage presentations (P2) were implemented in the flipped classroom. The research was conducted at a university in Taiwan with 31 student teachers. Pre- and post-worksheets measuring knowledge of educational issues were administered before and after group discussion. Quantitative content analysis and behavior sequential analysis were used to evaluate cognitive presence, while a paired-samples t-test analyzed learning achievement. The results showed that the participants had the highest proportion of Exploration, the second largest rate of Integration, but rarely reached Resolution. The participants achievements were greatly enhanced using the SOP2 Model in terms of the scores of the pre- and post-worksheets. Moreover, the groups with a higher proportion of Integration (I) and Resolution (R) performed best in the post-worksheets and were also the most progressive groups. Both high- and low-rated groups had significant correlations between the I and R phases, with I to R in the low-rated groups but R to I in the high-rated groups. The instructional design of the SOP2 Model can be a reference for future pedagogical implementations in the higher educational context.
关键词：Flipped classroom; CSCL; Cognitive presence; Learning achievements; CoI