Online Flipped Classroom in the Context of Transactional Distance and Cognitive Load: A Mixed-Methods Study

Autor/in	Gunbatar, Mustafa Serkan
Titel	Online Flipped Classroom in the Context of Transactional Distance and Cognitive Load: A Mixed-Methods Study
Quelle	In: Pakistan Journal of Distance and Online Learning, 9 (2023) 1, S.1-28 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2415-2013
Schlagwörter	Online Courses; Cognitive Ability; Measures (Individuals); Synchronous Communication; Asynchronous Communication; Graduate Students; Student Attitudes; Comparative Analysis; Flipped Classroom; Computer Science Education; Schools of Education; Masters Programs; Educational Technology + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Denkfähigkeit; Messdaten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Flipped classrooms; Flip teaching; Inverted teaching; Computer science lessons; Informatikunterricht; Erziehungswissenschaftliche Fakultät; Magister course; Magisterstudiengang; Unterrichtsmedien
Abstract	This study aimed to evaluate the Online Flipped Classroom (OFC) instruction process in the context of Transactional Distance (TD) and Cognitive Load (CL). The study was conducted using a mixed-methods design. The participants were nine graduate students. One of them participated in the process asynchronously and seven of them participated synchronously, and the one member was irregular. Transactional Distance Scale and Subjective Rating Scale were used to collect quantitative data. Interviews were conducted to gather qualitative data related to OFC instruction process. All of the TD measurements for the asynchronous and irregular students were low. The synchronous students' TD measurements were low when OFC began, becoming very low later on. The asynchronous student felt cognitive load during some of the OFC activities. Synchronous and irregular students felt the cognitive load during almost all the OFC stages. The future studies may focus on measuring the types of CL and collecting qualitative data to determine the CL type may contribute to the literature. (As Provided).
Anmerkungen	Pakistan Journal of Distance and Online Learning. Faculty of Education, Allama Iqbal Open University Islamabad, Islamabad, 44310, Pakistan. e-mail: editor.pjdol@aiou.edu.pk; Web site: https://ojs.aiou.edu.pk/index.php/pjdol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01