Authors: Khe Foon Hew; Ying Tang; Chung Kwan Lo; Yanzhen Zhu
Addresses: Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong ' Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong ' Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong ' Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong
Abstract: The use of flipped classroom has gained widespread interest among many universities in recent years. Yet, despite this interest, we still lack specific guidance on how to structure the pre-class and in-class activities in a conceptually coherent way to engage students. Using an educational modelling language (orchestration graphs), we illustrate a flipped classroom design that incorporates the use of 5E instructional phases and a mobile instant messaging tool (WeChat). We implemented this WeChat-supported 5E flipped classroom approach in two master-level graduate classes, namely E-Learning Strategies and Engaging Adult Learners involving a total of 48 students. A mixed-method approach was utilised to collect quantitative and qualitative data from student surveys, and student interviews and instructor reflections. Results suggested a majority of participants found the flipped classroom approach to be more engaging than the traditional method. We also discussed the benefits and challenges of using WeChat along four different axes: 1) interactivity vs. distraction; 2) immediacy vs. pressure; 3) abundancy vs. disorganisation; 4) intimacy vs. detachment.
Keywords: flipped classroom; inverted classroom; 5E instructional model; WeChat; mobile instant messaging; MIM; engagement; orchestration graph.
International Journal of Services and Standards, 2018 Vol.12 No.3/4, pp.224 - 242
Received: 25 Jul 2018
Accepted: 04 Mar 2019
Published online: 18 Jun 2019 *