doi: 10.18178/ijiet.2017.7.2.851
Using Homework Tip-on as a Post-flipped Learning Tool to Explore Students’ Interest, Cognition, and Reuse Intention
Hong Jon-Chao1
,
Tsai Chi-Ruei2 ,
Tai Kai-Wen2
- 1Department of Industrial Education, National Taiwan Normal University, Taiwan
- 2National Taiwan Normal University
Abstract
Flipped learning has become prevalent in current schooling, as it allows students to construct their knowledge in a meaningful way. In contrast to flipped learning, post-flipped learning mainly focuses on reviewing post-class as opposed to previewing pre-class. This study applied Homework Tip-On as a post-flipped learning tool to explore the relationship between internet cognitive fatigue, problem posing cognitive loading, interest and reuse intention. Confirmatory factor analysis was used to verify the reliability and validity of the research instrument, and structural equation modeling was applied to better understand the correlates of students’ interest, cognition, and reuse intention. There were 198 effective questionnaires collected and the main results suggested that to evoke the students’ reuse intention, we have to reduce the students’ problem posing cognitive loading and increase their interest.
Keywords
- Internet cognitive fatigue
- cognitive loading
- post-flipped learning
How to Cite
Hong Jon-Chao, Tsai Chi-Ruei, and Tai Kai-Wen, "Using Homework Tip-on as a Post-flipped Learning Tool to Explore Students’ Interest, Cognition, and Reuse Intention," International Journal of Information and Education Technology, vol. 7, no. 2, pp. 110-113, 2017. https://doi.org/10.18178/ijiet.2017.7.2.851
Copyright & License
Copyright © 2017 by the authors. 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 (CC BY 4.0).