An Investigation of Chinese Students Academic Performance, and Their Views on The Learning Experience, Associated with Flipped Team-Based Learning

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Abstract

We report the implementation of team-based learning combined with flipped classroom (FTBL) learning as a major educational component of an undergraduate course within a UK joint college. The core components of FTBL were instituted in the course for non-native English speaking students, who are studying in a satellite campus in China. Students’ academic performance and course evaluation data gathered and compared with solely flipped classroom and traditional lecture-based courses. Students’ perceptions of FTBL and traditional learning were investigated and compared through the use of a multi-dimensional and perceptual learning style preference questionnaire. Students perceived that their experience of FTBL approach helped to develop useful knowledge and lifelong learning skills for their future academic life. Students’ retention of knowledge within FTBL course (as judged by final examination scores) was significantly different from that resulting from the use of traditional teaching methodologies (t = 12.2, p < .001). FTBL was observed to work exceptionally well in-classroom, increasing performance within classes (p < .0005). Students provided more positive than negative comments and students’ collaboration with one another was strongly associated with positive statements. Students provided more positive than negative comments and students’ collaboration with one another was strongly associated with positive statements.
Original languageEnglish
Article number1
Pages (from-to)2788-2799
Number of pages12
JournalLiteracy Information and Computer Education Journal
Volume9
Issue number1
Publication statusPublished - 01 Mar 2018

Keywords

  • Team-based learning, questionnaire, active learning, self-directed learning, flipped classroom

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