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The impact of student engagement on learning outcomes in a cyber-flipped course

Educational Technology Research and Development volume 67, pages 1573–1591 (2019)Cite this article

Abstract

A cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions. Literature suggests that traditional flipped courses can effectively enhance students’ learning outcomes in comparison to non-flipped courses. However, conducting all asynchronous and synchronous learning activities using a wholly online approach has not been reported. This paper aimed to investigate how student engagement in four different types of learning activities affects their learning outcomes in a cyber-flipped course. Results show that the learning activities with the flipped classroom pedagogy can be successfully implemented and conducted in a wholly online course along with time and space flexibility for learners. This study also found that students who watched more pre-recorded video lectures tended to participate in the synchronous learning activities more actively and obtained a higher semester grade; higher completion of asynchronous learning activities had benefited students’ understanding of the learning concepts. Furthermore, students who had a high level of readiness by attending synchronous class sessions on time and keeping their webcams activated had more frequent and proactive interactions with their peers and instructor.

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Acknowledgements

The authors would like to thank the Ministry of Science and Technology, Taiwan, R.O.C., for financially supporting this research under Grant Nos. MOST-107-2511-H-224-007-MY3, MOST-106-2511-S-224-005-MY3, and MOST 106-2917-I-564-065.

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Authors and Affiliations

  1. Department of Information Management, National Sun Yat-sen University, No. 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan, ROC

    Li-Chun Lin

  2. Department of Industrial & Systems Engineering, University of Washington, Seattle, WA, 98195, USA

    I-Chun Hung

  3. College of Information, Discovery Park, Suite E290D, University of North Texas, 1155 Union Circle, Box 311068, Denton, TX, 76203-5017, USA

    Kinshuk

  4. Department of Applied Foreign Languages, National Yunlin University of Science and Technology, Yunlin, Taiwan, ROC

    Nian-Shing Chen

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  1. Li-Chun Lin
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Lin, LC., Hung, IC., Kinshuk et al. The impact of student engagement on learning outcomes in a cyber-flipped course. Education Tech Research Dev 67, 1573–1591 (2019). https://doi.org/10.1007/s11423-019-09698-9

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  • DOI: https://doi.org/10.1007/s11423-019-09698-9

Keywords

  • Cyber-flipped course
  • Synchronous learning activities
  • Engagements
  • Online interaction
  • Learning outcomes