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Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students' learning
Lanzi Huang1,2, Kai Wang1, Shihua Li2
1Center for Teacher Education Research, Beijing Normal University, Beijing, China.
Frontiers in Psychology
|February 3, 2023
Summary
Integrating social media like WeChat into MOOC-based flipped classrooms (MBFC) improved pre-class activities but did not significantly boost overall learning performance. Student satisfaction was moderate, with limited substantive interaction observed.
Area of Science:
- Educational Technology
- Social Learning Theory
- Online Learning Environments
Background:
- Limited student interaction is a challenge in MOOC-based flipped classrooms (MBFC).
- Social learning theory emphasizes interaction for effective learning.
- Leveraging social media tools may enhance engagement in MBFC.
Purpose of the Study:
- To investigate the impact of a WeChat-supported MBFC approach on student interaction and learning performance.
- To compare a WeChat-enhanced MBFC with a conventional MBFC model.
- To analyze the quantity and quality of student interactions on WeChat within an MBFC context.
Main Methods:
- A quasi-experimental design comparing two groups of students.
- One group utilized an MBFC approach integrated with WeChat (N=58).
- The control group used a conventional MBFC approach (N=52).
Main Results:
- WeChat integration improved pre-class activities like video watching and online exercises.
- No significant difference in overall student learning performance was found between the two groups.
- Students reported moderate satisfaction with the WeChat-supported MBFC approach.
- Non-substantive WeChat postings were more frequent than substantive ones, with no significant impact on final grades.
Conclusions:
- While WeChat enhances pre-class engagement in MBFC, it does not significantly improve overall learning outcomes.
- The quality of interaction, particularly substantive contributions, may be more critical than quantity.
- Social media tools can be valuable references for supporting MOOC learning, but pedagogical design needs careful consideration.
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