Education Journal

| Peer-Reviewed |

An Empirical Study on the Cultivation of Students' Innovation Ability by Flipped Classroom

Received: 24 October 2018    Accepted: 07 November 2018    Published: 05 December 2018
Views:       Downloads:

Share This Article

Abstract

Innovation ability training is the main goal of talent cultivation in China. Firstly, in view of the deficiency in the traditional teaching mode, based on literature analysis and existing research, this article explored the key factors that can affect the innovation ability, which includes the self-exploration consciousness, self-exploration strategy, cooperation ability, time management ability and volition. Secondly, through the practice of flipped classroom in the public computer course of the university, this research used two scales—the LASSI scale and CUCEI scale to carry out pre-test and post-test; through the measurement data contrast, analyzed the influence of the flip classroom teaching mode of learners. Empirical research method was used to analyze the important role of flipped classroom in cultivating students' innovation ability. Then, the study found that the students in the experimental class had a great improvement in their independent exploration consciousness, independent exploration strategies and volition. Moreover, flipped classroom has different effects on learners of high levels and low levels, and the proportion of high score students and low score students in the experimental class was significantly higher than that in the control class. Finally, aiming at the problems in flipped classroom teaching practice, the teaching process, teaching activities, effective control strategies and the suggestions to teachers of flipped classroom were summarized to provide references for high-quality flipped classroom teaching design.

DOI 10.11648/j.edu.20180706.11
Published in Education Journal (Volume 7, Issue 6, November 2018)
Page(s) 146-156
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Flipped Classroom, Innovation Ability, Self-Learning Ability, Instructional Design

References
[1] Ma X. L., Zhao G. Q., &Wu T. (2016), An empirical study of flipped classroom to promote the development of autonomous learning ability of college students -- based on the practice of college computer public lectures. China Educational Technology, (7), 99-106+136.
[2] Ma X. L., Zhang Q. (2012), A survey report on the independent learning ability of freshmen. Beijing Normal University Educational Technology.
[3] Baidu Baike [DB/OL]. http://baike.baidu.com/link? url=IJZShiB9WHZswnswWG39GYxz_kiWFYCRHHyHo39X5vkWXuGlE4qQhjtRuIPNIoVT4DSiB7nBqwnOrNXmCiQ4IK, 201-02-11.
[4] He K. K., Li K. D., Xie Y. Y., &Wang B. Z. The theoretical foundation of "leading - subject" teaching mode. e-Education Research, (2), 3-9.
[5] Ma X. L., Zhao G. Q., &Wu T. (2016), An empirical study of flipped classroom to promote the development of autonomous learning ability of college students -- based on the practice of college computer public lectures. China Educational Technology, (7), 99-106+136.
[6] Ronchetti, M. (2010). The VOLARE Methodology: Using Technology to Help Changing the Traditional Lecture Mode. Springer Berlin Heidelberg, (73), 134-140.
[7] Jeremy F. S. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15 (2), 171-193.
[8] Han N. The lecture "teaching practice of flipped classroom" is held in the medical department. [HB/OL]. [2014-11-27] http://bynew.bjmu.edu.cn/zhxw/2014n/139878.htm/.
[9] Lu S. Y. Shanghai Jiao Tong University has become a global partner of hundreds of online education platform Coursera. [HB/OL] [2013-10-24].http://news.sjtu.edu.cn/info/1021/154757.htm/.
[10] Meris Stansbury. A first-hand look inside a flipped classroom [EB/OL]. [2012-03-18]. http://www.eschoolnews.com/2012/02/09/afirst-hand-look-inside-a-flipped-classroom/.
[11] Yang G., Yang W. Z., Chen L. (2012) Ten excellent cases of "flipped classroom". Information technology education, (3), 11-13.
[12] Bao T., Zhu K. S., He Y., &Liu X. Y. (2003) Application of systematic thinking in scientific research and teaching management of geotechnical engineering. Journal of Architectural Education in Institutions of Higher Learning, (1), 70-71.
[13] Yin Z. D., Wu Z. L., Zhao Y. Q. (2014) Three elements of scientific research innovation ability and the way of cultivating innovative talents for postgraduates. Heilongjiang Researches on Higher Education, (10), 152-155.
[14] Ma X. L., Wu L. N., Mao H. (2015) Research on the organization of flipped classroom teaching activities and its teaching strategies. The Chinese Journal of ICT in Education, (22), 3-8.
[15] Ma X. L., Zhao G. Q., &Wu T. (2016), An empirical study of flipped classroom to promote the development of autonomous learning ability of college students -- based on the practice of college computer public lectures. China Educational Technology, (7), 99-106+136.
[16] Zhao X. L. (2014) The process of knowledge internalization and teaching mode design in flipped classroom. Modern Distance Education Research, (3), 55-61.
[17] Ma X. L. (2009) Research on the teaching mode of information technology course. The Chinese Journal of ICT in Education, (9), 66-68.
[18] Ma X. L., Zhao G. Q., Zhu Y. T. (2013) Technology realization of knowledge visualization and learning progress visualization in LMS. The Chinese Journal of ICT in Education, (1), 121-125.
[19] Ma X. L., Jin H. Y. (2009) Research on BBS content organization method based on keyword annotation. Modern Educational Technology, (12), 87-91.
[20] Zhao G. Q. (2012) Discussion on the application of concept map and mind map in teaching. e-Education Research, (5), 78-82.
[21] Guo S. G., Yang B. (2014) Research on the "convergent evolution" teaching design of micro courses in universities to promote flipped classroom teaching strategies. The Chinese Journal of ICT in Education, (4), 98-103.
[22] Yang X. H., Dang J. Y. (2014) Research on the localization strategy of flipped classroom teaching mode -- based on the perspective of education cultural difference comparison between China and America. The Chinese Journal of ICT in Education, (11), 101-110.
[23] Ma X. L., Su Y. Y., Liang J. (2018) An empirical study of flipped classroom control mode for practical skills training. The Chinese Journal of ICT in Education, (02), 5-9.
[24] Ma X. L., Zhao G. Q., Wu T. (2013) An empirical study of flipped classroom teaching in university information technology public courses, Journal of Distance Education, (1), 79-85.
[25] Gannod, Gerald C., Burge, Janet E., Helmick, Michael T. Using the Inverted Classroom to Teach Software Engineering [A]. Proceedings of the thirtieth International Conference on Software Engineering [C]. Leipzig, Germany: ICSE'08, 2008.777-786.
Author Information
  • School of Educational Technology, Beijing Normal University, Beijing, China

  • School of Educational Technology, Beijing Normal University, Beijing, China

  • School of Educational Technology, Beijing Normal University, Beijing, China

  • Ministry of Education, China Mobile Joint Laboratory, Beijing, China

Cite This Article
  • APA Style

    Xiulin Ma, Jing Liang, Jingjing Liu, Xiaowen Li. (2018). An Empirical Study on the Cultivation of Students' Innovation Ability by Flipped Classroom. Education Journal, 7(6), 146-156. https://doi.org/10.11648/j.edu.20180706.11

    Copy | Download

    ACS Style

    Xiulin Ma; Jing Liang; Jingjing Liu; Xiaowen Li. An Empirical Study on the Cultivation of Students' Innovation Ability by Flipped Classroom. Educ. J. 2018, 7(6), 146-156. doi: 10.11648/j.edu.20180706.11

    Copy | Download

    AMA Style

    Xiulin Ma, Jing Liang, Jingjing Liu, Xiaowen Li. An Empirical Study on the Cultivation of Students' Innovation Ability by Flipped Classroom. Educ J. 2018;7(6):146-156. doi: 10.11648/j.edu.20180706.11

    Copy | Download

  • @article{10.11648/j.edu.20180706.11,
      author = {Xiulin Ma and Jing Liang and Jingjing Liu and Xiaowen Li},
      title = {An Empirical Study on the Cultivation of Students' Innovation Ability by Flipped Classroom},
      journal = {Education Journal},
      volume = {7},
      number = {6},
      pages = {146-156},
      doi = {10.11648/j.edu.20180706.11},
      url = {https://doi.org/10.11648/j.edu.20180706.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20180706.11},
      abstract = {Innovation ability training is the main goal of talent cultivation in China. Firstly, in view of the deficiency in the traditional teaching mode, based on literature analysis and existing research, this article explored the key factors that can affect the innovation ability, which includes the self-exploration consciousness, self-exploration strategy, cooperation ability, time management ability and volition. Secondly, through the practice of flipped classroom in the public computer course of the university, this research used two scales—the LASSI scale and CUCEI scale to carry out pre-test and post-test; through the measurement data contrast, analyzed the influence of the flip classroom teaching mode of learners. Empirical research method was used to analyze the important role of flipped classroom in cultivating students' innovation ability. Then, the study found that the students in the experimental class had a great improvement in their independent exploration consciousness, independent exploration strategies and volition. Moreover, flipped classroom has different effects on learners of high levels and low levels, and the proportion of high score students and low score students in the experimental class was significantly higher than that in the control class. Finally, aiming at the problems in flipped classroom teaching practice, the teaching process, teaching activities, effective control strategies and the suggestions to teachers of flipped classroom were summarized to provide references for high-quality flipped classroom teaching design.},
     year = {2018}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - An Empirical Study on the Cultivation of Students' Innovation Ability by Flipped Classroom
    AU  - Xiulin Ma
    AU  - Jing Liang
    AU  - Jingjing Liu
    AU  - Xiaowen Li
    Y1  - 2018/12/05
    PY  - 2018
    N1  - https://doi.org/10.11648/j.edu.20180706.11
    DO  - 10.11648/j.edu.20180706.11
    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 146
    EP  - 156
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20180706.11
    AB  - Innovation ability training is the main goal of talent cultivation in China. Firstly, in view of the deficiency in the traditional teaching mode, based on literature analysis and existing research, this article explored the key factors that can affect the innovation ability, which includes the self-exploration consciousness, self-exploration strategy, cooperation ability, time management ability and volition. Secondly, through the practice of flipped classroom in the public computer course of the university, this research used two scales—the LASSI scale and CUCEI scale to carry out pre-test and post-test; through the measurement data contrast, analyzed the influence of the flip classroom teaching mode of learners. Empirical research method was used to analyze the important role of flipped classroom in cultivating students' innovation ability. Then, the study found that the students in the experimental class had a great improvement in their independent exploration consciousness, independent exploration strategies and volition. Moreover, flipped classroom has different effects on learners of high levels and low levels, and the proportion of high score students and low score students in the experimental class was significantly higher than that in the control class. Finally, aiming at the problems in flipped classroom teaching practice, the teaching process, teaching activities, effective control strategies and the suggestions to teachers of flipped classroom were summarized to provide references for high-quality flipped classroom teaching design.
    VL  - 7
    IS  - 6
    ER  - 

    Copy | Download

  • Sections