Implementation of flipped classroom with personalised ubiquitous learning support system to promote the university student performance of information literacy

Chuthathip Srisuwan, P. Panjaburee
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引用次数: 4

Abstract

In recent years, unfiltered information has become increasingly available to individuals. It is important to cultivate students' information literacy, including evaluating, synthesising and using information appropriately and ethically. To reduce the limitations of course duration, this study applied the flipped-classroom pedagogy to create the in- and out-of-class learning environment in an information literacy course. Taking prior knowledge into account, a personalised ubiquitous learning support system was developed to support this pedagogy in this course. An experiment was conducted on an information literacy course at a university in Thailand to investigate the effectiveness of the proposed approach. The experimental results highlight that, in comparison with the flipped classroom with conventional ubiquitous learning support system, the proposed approach significantly improved students' information literacy performance, self-efficacy, career motivation and grade motivation.
实施翻转课堂配合个性化泛在学习支持系统,促进大学生信息素养的表现
近年来,个人可以越来越多地获得未经过滤的信息。培养学生的信息素养,包括正确、道德地评价、综合和使用信息。为了减少课程时间的限制,本研究运用翻转课堂教学法,在资讯素养课程中创造课内与课外的学习环境。考虑到先验知识,我们开发了一个个性化的泛在学习支持系统来支持本课程的教学方法。在泰国一所大学的信息素养课程上进行了一项实验,以调查所提出方法的有效性。实验结果显示,与传统泛在学习支持系统的翻转课堂相比,该方法显著提高了学生的信息素养表现、自我效能感、职业动机和成绩动机。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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