Learner-generated behaviours in a flipped learning: A focus on computer culture foundation course

Abstract

As the current trend of integrating technology in higher education worldwide, flipped learning is regard as an instructional strategy and a part of blended learning instruction, where the students understand and comprehend the instructional contents before attending class by online educational videos. In order to maximise learning, this study implements and re-designs the flipped learning based on the students' learning behaviour and academic performance. This paper adopts a real-word example of flipped classroom design in Computer Culture Foundation. The data used in the analyses are derived from both the students' learning behaviour and the academic performance for the course. The results led to the following conclusions: 1) the discussion is critical factors that can increase the students' learning interests; 2) the number of access, human factor and assignment may affect the students' academic performance. And survey data reinforced that the flipping learning model is an effective strategy to maximise learning.