ERIC Number: EJ1401031
Record Type: Journal
Publication Date: 2023
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2415-2013
EISSN: EISSN-2415-2021
Available Date: N/A
Online Flipped Classroom in the Context of Transactional Distance and Cognitive Load: A Mixed-Methods Study
Gunbatar, Mustafa Serkan
Pakistan Journal of Distance and Online Learning, v9 n1 p1-28 2023
This study aimed to evaluate the Online Flipped Classroom (OFC) instruction process in the context of Transactional Distance (TD) and Cognitive Load (CL). The study was conducted using a mixed-methods design. The participants were nine graduate students. One of them participated in the process asynchronously and seven of them participated synchronously, and the one member was irregular. Transactional Distance Scale and Subjective Rating Scale were used to collect quantitative data. Interviews were conducted to gather qualitative data related to OFC instruction process. All of the TD measurements for the asynchronous and irregular students were low. The synchronous students' TD measurements were low when OFC began, becoming very low later on. The asynchronous student felt cognitive load during some of the OFC activities. Synchronous and irregular students felt the cognitive load during almost all the OFC stages. The future studies may focus on measuring the types of CL and collecting qualitative data to determine the CL type may contribute to the literature.
Descriptors: Online Courses, Cognitive Ability, Measures (Individuals), Synchronous Communication, Asynchronous Communication, Graduate Students, Student Attitudes, Comparative Analysis, Flipped Classroom, Computer Science Education, Schools of Education, Masters Programs, Educational Technology
Pakistan Journal of Distance and Online Learning. Faculty of Education, Allama Iqbal Open University Islamabad, Islamabad, 44310, Pakistan. e-mail: editor.pjdol@aiou.edu.pk; Web site: https://ojs.aiou.edu.pk/index.php/pjdol
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A