INTEGRATING PEER TUTORING VIDEO WITH FLIPPED CLASSROOM IN ONLINE STATISTICS COURSE TO IMPROVE LEARNING OUTCOMES

##plugins.themes.bootstrap3.article.sidebar##

PDF
Published: Feb 28, 2023
DOI: https://doi.org/10.22460/infinity.v12i1.p13-26
Keywords:
Flipped Classroom Online Learning Statistics

##plugins.themes.bootstrap3.article.main##

Ramadoni Ramadoni
Universitas PGRI Sumatera Barat, Indonesia
Kao Tai Chien
National Dong Hwa University, Taiwan, Province of China

Abstract

Online learning has become a solution in the field of education lately. Statistics is one of the subjects students must take at the university level. Learning statistics takes work for students. Based on the author's investigation, there are three obstacles to students in online learning: the constraints of students in understanding the material, the online learning process, and the assignment process. The sample in this study is a student with an Indonesian worker background in Taiwan, where they study online at night. Since an appropriate online learning method is needed to achieve student success, this study analyzes three online learning methods: conventional online learning, conventional flipping classes in online learning, and innovative flipped classrooms in online learning. This study investigates the three learning methods' results in differences in gender, job, and age. The results obtained indicate that there are significant differences in student learning outcomes in the three sample groups. Further analysis showed that the innovation of flipped classrooms in online learning significantly differs from the other two learning methods. Based on the type of job, there are differences in student learning outcomes taught in the conventional flipped classroom in online learning. It was also seen in the analysis of combining all student learning outcomes taught with online learning that there were differences in student learning outcomes regarding the job. A household assistant is better than a factory worker because students who work as household assistants have more flexible time to watch videos and repeat them than those who work as factory workers.

##plugins.themes.bootstrap3.article.details##

Issue
Vol. 12 No. 1 (2023): VOLUME 12, NUMBER 1, INFINITY
Section
Articles
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
Author Biography

Ramadoni Ramadoni, Universitas PGRI Sumatera Barat

Mathematics Education

References

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013

Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. https://doi.org/10.1016/j.compedu.2014.06.006

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition.

Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher education: Learning from and with each other. Routledge. https://doi.org/10.4324/9781315042565

Chubin, D. E., May, G. S., & Babco, E. L. (2005). Diversifying the engineering workforce. Journal of Engineering Education, 94(1), 73-86. https://doi.org/10.1002/j.2168-9830.2005.tb00830.x

Dweck, C. S. (2002). Chapter 3 - The development of ability conceptions. In A. Wigfield & J. S. Eccles (Eds.), Development of Achievement Motivation (pp. 57-88). Academic Press. https://doi.org/10.1016/B978-012750053-9/50005-X

Elledge, R., Houlton, S., Hackett, S., & Evans, M. J. (2018). “Flipped classrooms†in training in maxillofacial surgery: preparation before the traditional didactic lecture? British Journal of Oral and Maxillofacial Surgery, 56(5), 384-387. https://doi.org/10.1016/j.bjoms.2018.04.006

Eugenia, M. W. N. (2018). Integrating self-regulation principles with flipped classroom pedagogy for first year university students. Computers & Education, 126, 65-74. https://doi.org/10.1016/j.compedu.2018.07.002

Graziano, K. J. (2017). Peer teaching in a flipped teacher education classroom. TechTrends, 61(2), 121-129. https://doi.org/10.1007/s11528-016-0077-9

Hersam, M. C., Luna, M., & Light, G. (2004). Implementation of interdisciplinary group learning and peer assessment in a nanotechnology engineering course. Journal of Engineering Education, 93(1), 49-57. https://doi.org/10.1002/j.2168-9830.2004.tb00787.x

Lee, H.-J. (2009). Peer Evaluation in Blended Team Project-Based Learning; What Do Students Find Important? E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009, Vancouver, Canada. https://www.learntechlib.org/p/32887

Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction†as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118, 150-165. https://doi.org/10.1016/j.compedu.2017.12.003

Murillo-Zamorano, L. R., López Sánchez, J. Ã., & Godoy-Caballero, A. L. (2019). How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction. Computers & Education, 141, 103608. https://doi.org/10.1016/j.compedu.2019.103608

Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), 184-195.

Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 457-473. https://doi.org/10.1080/0307507032000122297

Obradovich, A., Canuel, R., & Duffy, E. P. (2015). A survey of online library tutorials: Guiding instructional video creation to use in flipped classrooms. The Journal of Academic Librarianship, 41(6), 751-757. https://doi.org/10.1016/j.acalib.2015.08.006

Ramadoni, R., & Hafiz, M. (2022). An investigation of students’ difficulties in statistics learning on online based learning at Universitas Terbuka Taiwan. Jurnal Soulmath, 10(2), 109-122. https://doi.org/10.25139/smj.v10i2.4620

Rawas, H., Bano, N., & Alaidarous, S. (2020). Comparing the effects of individual versus group face-to-face class activities in flipped classroom on student's test performances. Health Professions Education, 6(2), 153-161. https://doi.org/10.1016/j.hpe.2019.06.002

Reynolds, D., & Muijs, D. (1999). The effective teaching of mathematics: A review of research. School Leadership & Management, 19(3), 273-288. https://doi.org/10.1080/13632439969032

Schell, J. A., & Butler, A. C. (2018). Insights from the science of learning can inform evidence-based implementation of peer instruction. Frontiers in Education, 3, 33. https://doi.org/10.3389/feduc.2018.00033

Sojayapan, C., & Khlaisang, J. (2020). The effect of a flipped classroom with online group investigation on students' team learning ability. Kasetsart Journal of Social Sciences, 41(1), 28–33.

Trytten, D. A. (2001). Progressing from small group work to cooperative learning: A case study from computer science. Journal of Engineering Education, 90(1), 85-91. https://doi.org/10.1002/j.2168-9830.2001.tb00572.x

Tsai, M.-N., Liao, Y.-F., Chang, Y.-L., & Chen, H.-C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity, 38, 100747. https://doi.org/10.1016/j.tsc.2020.100747

Viano, S. L. (2018). At-risk high school students recovering course credits online: What we know and need to know. American Journal of Distance Education, 32(1), 16-26. https://doi.org/10.1080/08923647.2018.1412554

Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79-91. https://doi.org/10.1016/j.compedu.2017.06.012

Wang, F. H. (2019). On the relationships between behaviors and achievement in technology-mediated flipped classrooms: A two-phase online behavioral PLS-SEM model. Computers & Education, 142, 103653. https://doi.org/10.1016/j.compedu.2019.103653

Wilson, J. A., Waghel, R. C., & Dinkins, M. M. (2019). Flipped classroom versus a didactic method with active learning in a modified team-based learning self-care pharmacotherapy course. Currents in Pharmacy Teaching and Learning, 11(12), 1287-1295. https://doi.org/10.1016/j.cptl.2019.09.017

Zheng, B., Lin, C.-H., & Kwon, J. B. (2020). The impact of learner-, instructor-, and course-level factors on online learning. Computers & Education, 150, 103851. https://doi.org/10.1016/j.compedu.2020.103851

Zhu, L., Lian, Z., & Engström, M. (2020). Use of a flipped classroom in ophthalmology courses for nursing, dental and medical students: A quasi-experimental study using a mixed-methods approach. Nurse Education Today, 85, 104262. https://doi.org/10.1016/j.nedt.2019.104262

Zusmelia, I., & Ramadoni, R. (2017). Tantangan profesionalisme guru pada pembelajaran matematika melalui 4c’s ditinjau dari perspektif sosiologi. In Prosiding Seminar Nasional dan Workshop Matematika dan Pendidikan Matematika STKIP PGRI.