Cooperation Learning of Flip teaching style on the MBA Mathematics Education Efficiency
Yi-Bin Li 1, 2, 3
Wen-Zhi Zheng 1, 2, 3
Fan Yang 4, 5  
More details
Hide details
College of Business Administration, Huaqiao University, Quanzhou 362021, CHINA
Business Management Research Center, Huaqiao University, Quanzhou 362021, CHINA
East Business Management Research Center, Huaqiao University, Quanzhou, CHINA
Key Laboratory of Urban Environment and Health, Institute of Urban Environment, Chinese Academy of Sciences, Xiamen 361021, CHINA
University of Chinese Academy of Sciences, Beijing 100049, CHINA
Online publish date: 2017-10-03
Publish date: 2017-10-14
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6963–6972
This study aims to discuss the effects of flipped teaching supported cooperative learning on MBA students’ learning achievement, attitudes toward technology, cooperative learning attitudes, and course satisfaction in the mathematics and science education. By applying quasi-experimental research, 120 MBA students of a national university in China are selected as the research objects. Two classes are randomly sampled for a class as the experiment group (N = 75) and the other class as the control group (N = 45). The students in the experiment group apply flipped teaching supported cooperative learning, while those in the control group adopt traditional didactic cooperative learning. Both the experiment group and the control group are paired with heterogeneous cognitive styles for the 4-week (16 sessions) teaching experiment. The research results reveal that the flipped teaching supported cooperative learning could actually enhance students’ learning achievement, course satisfaction, and cooperative learning attitudes in the science education. However, there is no significant effect between learning achievement, course satisfaction and cooperative learning attitudes. On the other hand, web-based learning self-efficacy would influence students’ learning achievement and course satisfaction in the mathematics and science education.
Fan Yang   
Key Laboratory of Urban Environment and Health, Institute of Urban Environment, Chinese Academy of Sciences, Xiamen 361021, China
1. Baker, J. W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. In J. A. Chambers (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (pp. 9-17). Jacksonville, FL: Florida Community College at Jacksonville.
2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
3. Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse education today, 38, 15-21.
4. Cheng, K. H., & Tsai, C. C. (2011). An investigation of Taiwan University students’ perceptions of online academic help seeking, and their web-based learning self-efficacy. The Internet and Higher Education, 14, 150-157.
5. Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. R. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618-1627.
6. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
7. Day, J. A., & Foley, J. D. (2006). Evaluating a web lecture intervention in a human-computer interaction course. IEEE Transactions on Education, 49(4), 420-431.
8. Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology and Society, 16(1), 356-366.
9. Frey, A., Faul, A., & Yankelov, P. (2003). Student perceptions of web-assisted teaching strategies. Journal of Social Work Education, 39(3), 443-457.
10. Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20–24.
11. Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE -- Life Sciences Education, 14(1), 1-12.
12. Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627.
13. Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
14. Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: Evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Medical Education, 15(1), 27-27.
15. Nam, C. W., & Zellner, R. D. (2011). The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. Computers & Education, 56, 680-688.
16. O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
17. Prinsen, F. R., Volman, M. L. L., Terwel, J., & Van den Eeden, P. (2009). Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit? Computers & Education, 52(1), 113-125.
18. Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, selfregulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731.
19. Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
20. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
21. Wong, T. H., Ip, E. J., Lopes, I., & Rajagopalan, V. (2014). Pharmacy students’ performance and perceptions in a flipped teaching pilot on cardiac arrhythmias. American journal of pharmaceutical education, 78(10), 1-5.
22. Wu, T. J., & Tai, Y. N. 2016. Effects of multimedia information technology integrated multi-sensory instruction on students’ learning motivation and outcome. EURASIA Journal of Mathematics, Science and Technology Education, 12(4), 1065-1074.
23. Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Journal of Educational Technology & Society, 10(2), 71-83.
24. Zakaria, E., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning experience on eighth grade students’ achievement and attitude toward science. Journal of Social Sciences, 6(2), 272-275.