A Study Of College Students' Flipped Classroom Learning Experience And Its Impact On Metacognition And Academic Achievement

The rapid development of information technology has brought new changes to education.It has become one of the essential qualities of teachers to create new teaching modes and explore new teaching approaches by using information education resources and information education environment.Flipped classroom as a student-centered learning mode,can achieve student-centered learning goals,and has many advantages in improving teaching quality.Effective interaction has also been widely recognized in cultivating students' learning interest,learning motivation,and higher-order thinking skills such as cooperative inquiry and problem solving.On the other hand,existing empirical studies have found that most of the studies related to students focus on three aspects:classroom activities,learning experience and learning outcomes Therefore,paying attention to students' learning experience and learning outcomes also meets the needs of educational research and educational development.Based on this,this research is based on the theory of flipped classroom teaching and the theory of improving students' learning experience.It investigates and analyzes a large number of related literatures at home and abroad,defines the concepts of improving student learning models,flipped classroom,and learning experience,and analyzed the current research status.Based on the status of related research,the feasibility of applying the flipped classroom teaching model to the course of "Educational Technology Research Methods" is described,and designs the flipped classroom teaching model based on MISL by combining the course status of the research methods of educational technology and the basic situation of the learners.This model is guided by the improvement of students'learning models.It has redesigned the flipped classroom from five aspects:learning resources,learning scaffolds,learning activities,learning evaluation,and learning reflection,and constructs a flipped classroom teaching model that conforms to the characteristics of "educational technology research methods".This model aims to mobilize students' interest in learning,stimulate students' enthusiasm for learning,and enhance students' learning experience,thereby helping students complete the construction of knowledge,developing students' metacognitive abilities and other advanced thinking skills,while improving their academic performance.In this study,the researchers selected 81 undergraduates who took the course "Educational Technology Research Methods" in the first semester of the 2019-2020 school year.In the course of"Research Methods of Educational Technology",carry out a one-semester practice study of flipped classroom teaching based on Misusing questionnaires,interviews,and tests to investigate students' learning experience,metacognition and academic achievement after the course.The collected data were processed and analyzed using a combination of quantitative and qualitative methods.Based on the data analysis results of this study,the study reached the following conclusions:(1)From the perspective of learning experience,the implementation of flipped classroom teaching based on improved student learning models is effective.(2)The learning experience of students in flipped classroom based on MISL is significantly related to metacognition.(3)The impact of student learning experience on student achievement is not significant,and the way to evaluate teaching quality from the perspective of academic achievement is not reasonable.