Mobile Inverted Constructivism: Education of Interaction Technology in Social Media

Jiaxiang Chai; Kuo-Kuang Fan

doi:10.12973/eurasia.2016.1522a

Full Text (PDF)

Jiaxiang Chai ¹ ² ^* , Kuo-Kuang Fan ²

More Detail

¹ Guangdong Literature & Art Vocational College
² National Yunlin University of Science and Technology
^* Corresponding Author

Abstract

The combination of social media and invert teaching is a new path to inverting interation technology education and reconstructing the curriculum of context. In this paper, based on the theory of constructivism learning, a model named Mobile Inverted Constructivism (MIC) is provided. Moreover, in view of the functional quality of social media in China, the Mobile Inverted Constructivism system (MICs) is designed on the platforms of WeChat and Baidu Post Bar. Through a interaction design course, examines the teaching effect of MIC model. The statistical software SAS9.3 was used to analyze the experimental data. Experimental results show that in the classes where the MIC model is applied, students are better motivated to learn and make creative achievements than those restrained by traditional classroom teaching, and the MICs is more acceptable to the digital natives. In the future, the MIC model will be further improved, to better embody the “culture of sharing”.

Keywords

mobile inverted constructivism
interaction technology
social media
creative archievement

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.1522a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 5, pp. 1425-1442

Publication date: 21 Mar 2016

Article Views: 2133

Article Downloads: 1144

Open Access References How to cite this article

References

Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The work preference inventory: assessing intrinsic and extrinsic motivational drivers. Journal of Personality and Social Psychology, 66(5), 950-967.
Atman, C., Chimka, J., Bursic, K., & Nachtman, H. (1999). A comparison of freshman and senior engineering design processes. Design Studies, 20(2), 131-152.
Baker, J. (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, 9-17. Jacksonville, FL US: Florida Community College at Jacksonville.
Bösner, S., Pickert, J., & Stibane, T. (2015). Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge. Bösner et al. BMC Medical Education (2015) , 15-63. doi: 10.1186/s12909- 015-0346-x.
Carson, S., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17(1), 37-50.
Chan, J., Fu, K., Schunn, C. D., Cagan, J., Wood, K. L., & Kotovsky, K. (2011). On the benefits and pitfalls of analogies for innovative design: ideation perfor- mance based on analogical distance, commonness, and modality of examples. Journal of Mechanical Design, 133, 081004.
change in science. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes, 461-493, Washington, D.C.
Chen, Y. (2015). Action Research of InDesign and Layout Course for Graduate Students with Flipped Classroom: Facebook Platform as an Example ( Master's thesis ). Available from Airitilibrary database.
Cheng, P., Mugge, R., & Schoormans, J. P. L. (2014). A new strategy to reduce design fixation: Presenting partial photographs to designers. Design Studies, 35 (2014) , 374-391. http://dx.doi.org/10.1016/j.destud.2014.02.004.
Christiaans, H. H. C. M. (2002). Creativity as design criterion. Creativity Research Journal, 14(1), 41-54.
Christiaans, H., & Dorst, K. (1992). Cognitive models in industrial design engi- neering: a protocol study. In D. L. Taylor, & D. A. Stauffer (Eds.), Design theory and methodology (DTM92). New York: American Society of Mechanical Engineers.
Chung, H. S., & Fan. K. K.,(2014). Design and Evaluation of Learning Motivation, and Achievement on Mobile Knowledge Sharing System for Game Design Course Acceptance, Journal of Internet Technology, Vol. 15, No. 7, pp. 1197-1208, Dec., 2014. http://jit.ndhu.edu.tw/
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Curry, T. (2014). A theoretical basis for recommending the use of design methodologies as teaching strategies in the design studio. Design Studies, 35 (2014) , 632-646. http://dx.doi.org/10.1016/j.destud.2014.04.003
David, G.(2014, Dec). SOCIAL MEDIA, CONSTRUCTIVISM AND DESIGN STUDIO: LESSONS LEARNED. The DesignEd Asia Conference. http://www.designedasia.com/2014/Full_Papers/2014/19_Social%20Media%20Cons tructivism%20and%20Design%20Studio.pdf.
Dunbar, K. N. (1997). How scientists think: on-line creativity and conceptual
Flipped Learning Network (2014) The four pillars of F-L-I-P. Retrieved June 8, 2014, from http://fln.schoolwires.net/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_han dout_FNL_Web.pdf, doi: 10.4018/978-1-4666-4987-3.ch007.
Greene, M. (2005). A constructivist perspective in teaching and learning in the language arts. C. Twomey Fosnot (Ed.), Constructivism: Theories, perspectives, and practice (pp. 99- 109) (2nd ed.). New York: Teachers College Press.
Holden, R. B. (2010). Face validity. In I. B. Weiner, & W. E. Craighead (Eds.), The corsini encyclopedia of psychology (4th ed.). 637-638, Hoboken, NJ: Wiley.
Huang, Y. M., Chiu, P. S., Liu, T. C., & Chen, T. S. (2011). The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning. Computers & Education, 57(4), 2291-2302.
Jones, M. & Gelb, D. (2010) Course Co-Creation vs. Course Management: Wikis as a Potential Alternative to Traditional Learning Management Systems. T. Kidd & I. Chan (Ed.) Wired for Learning: An Educators Guide to Web 2.0, eds. 179-194, Charlotte, NC: Information Age Publications.
Kaiser, H. F., (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
Kennon, M. S.,(2014). Becoming Oneself. Personality and Social Psychology Review, (2014), Vol.18 (4), pp.349-365. doi: 10.1177/1088868314538549
Kietzmann, J.H., Hermkens, K., McCarthy, I. P. & Silvestre, B. S. (2011). "Social media? Get serious! Understanding the functional building blocks of social media". Business Horizons 54: 241–251. doi:10.1016/j.bushor.2011.01.005
Kruger, C., & Cross, N. (2006). Solution driven versus problem driven design: strategies and outcomes. Design Studies, 27, 527-548.
Li, M. (2014). MOOC development opportunities and comprehensively improve the quality of higher education, Journal of Education Research, 5, 68-74.
Lin, C. Y., & Wu, C.,(2015). A Study on the Influence of Facebook Learning Communities on Knowledge Construction in Digital Art Creation, Journal of Design Science, (2015), Vol. 18(1), 123-145.
Lu, C. C.（2015）.The relationship between student design cognition types and creative design outcomes. Design Studies, 36 (2015). http://dx.doi.org/10.1016/j.destud.2014.08.002
New York University (2015). The flipped class demystified. Retrieved June 27, 2015, from https://www.nyu.edu/faculty/teaching-and-learning-resources/instructionaltechnology-support/instructional-design-assessment/flipped-classes/the-flippedclass-demystified.html.
Piaget, J. (1973). To understand is to invent: The future of education. 301- 409. New York: Grossman Publishers.
Smith, K. M. (2014). Conditions influencing the development of design expertise: As identified in interior design student accounts, Design Studies, 36 (2015), 77-98, http://dx.doi.org/10.1016/j.destud.2014.09.001
Wang, B. H.(2015, April 1). Explore educational logic “flip”. China Education Daily. Retrieved from http://paper.jyb.cn/zgjyb/html/2015-04/01/content_433163.htm?div=-1
Zhuang, Z. J,(2008). The cognition and users satisfaction relationship of instant message software.

How to cite this article

APA

Chai, J., & Fan, K.-K. (2016). Mobile Inverted Constructivism: Education of Interaction Technology in Social Media. Eurasia Journal of Mathematics, Science and Technology Education, 12(5), 1425-1442. https://doi.org/10.12973/eurasia.2016.1522a

Vancouver

Chai J, Fan KK. Mobile Inverted Constructivism: Education of Interaction Technology in Social Media. EURASIA J Math Sci Tech Ed. 2016;12(5):1425-42. https://doi.org/10.12973/eurasia.2016.1522a

AMA

Chai J, Fan KK. Mobile Inverted Constructivism: Education of Interaction Technology in Social Media. EURASIA J Math Sci Tech Ed. 2016;12(5), 1425-1442. https://doi.org/10.12973/eurasia.2016.1522a

Chicago

Chai, Jiaxiang, and Kuo-Kuang Fan. "Mobile Inverted Constructivism: Education of Interaction Technology in Social Media". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 5 (2016): 1425-1442. https://doi.org/10.12973/eurasia.2016.1522a

Harvard

Chai, J., and Fan, K.-K. (2016). Mobile Inverted Constructivism: Education of Interaction Technology in Social Media. Eurasia Journal of Mathematics, Science and Technology Education, 12(5), pp. 1425-1442. https://doi.org/10.12973/eurasia.2016.1522a

MLA

Chai, Jiaxiang et al. "Mobile Inverted Constructivism: Education of Interaction Technology in Social Media". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 5, 2016, pp. 1425-1442. https://doi.org/10.12973/eurasia.2016.1522a