Record Detail

Using the method of design-based research, this
study examines the three-year application of the modified
flipped classroom model in a postgraduate course on
learning sciences. In the modified flipped classroom, students
form learning communities in groups. Before class,
they read literature, raise questions, and discuss material
both online and offline; in class, in an innovative modification
to the traditional flipped classroom, students in the
teaching group deliver content to their classmates and
organize classroom activities; and after class, students
conduct empirical research and complete research reports
in groups. Through qualitative and quantitative analysis, it
is found that the modified flipped classroom can effectively
bring out students’ initiative and improve both their
learning satisfaction and empirical research abilities.
Group-based lesson design and empirical research are
found to be the most rewarding activities for students.
Finally, recommendations for the application of the modified
flipped classroom to postgraduate teaching in the
areas of learning platform, course content, teaching methods,
and teacher–student interaction are proposed.