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Journal Issue
Volume 18 Issue 6 / Dec 2020  pp462‑574

Editor: Heinrich Söbke, Marija Cubric

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Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway  pp462‑475

Krystyna Krzyszkowska, Maria Mavrommati

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Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide  pp476‑493

Kerry Adzima

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Leveraging MoyaMA, WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e‑Learning University  pp494‑515

Chaka Chaka, Tlatso Nkhobo, Mirriam Lephalala

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Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches  pp516‑524

Malek Jdaitawi

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Students’ Creativity in Virtual vs. Classroom Courses on the Basis of Their Personality Traits: A Prediction Study  pp525‑536

Yasamin Abedini

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EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia  pp537‑549

Rastislav Metruk

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Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom  pp550‑561

Tristan Cui, Andrew Coleman

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Abstract

In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research. 

 

Keywords: Out-of-classroom communication (OCC), flipped classroom, motivation, intervention

 

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The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching  pp562‑574

Charalampos Apostolou

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