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Designing a Connectivist Flipped Classroom Platform Using Unified Modeling Language

Designing a Connectivist Flipped Classroom Platform Using Unified Modeling Language

Chih-Feng Chien, Gary Yu-Hsin Chen, Ching-Jung Liao
Copyright: © 2019 |Volume: 9 |Issue: 1 |Pages: 18
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781522567264|DOI: 10.4018/IJOPCD.2019010101
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MLA

Chien, Chih-Feng, et al. "Designing a Connectivist Flipped Classroom Platform Using Unified Modeling Language." IJOPCD vol.9, no.1 2019: pp.1-18. http://doi.org/10.4018/IJOPCD.2019010101

APA

Chien, C., Chen, G. Y., & Liao, C. (2019). Designing a Connectivist Flipped Classroom Platform Using Unified Modeling Language. International Journal of Online Pedagogy and Course Design (IJOPCD), 9(1), 1-18. http://doi.org/10.4018/IJOPCD.2019010101

Chicago

Chien, Chih-Feng, Gary Yu-Hsin Chen, and Ching-Jung Liao. "Designing a Connectivist Flipped Classroom Platform Using Unified Modeling Language," International Journal of Online Pedagogy and Course Design (IJOPCD) 9, no.1: 1-18. http://doi.org/10.4018/IJOPCD.2019010101

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Abstract

By using unified modeling language (UML), the researchers design a cloud-based video discussion platform, named Flipnote, for students to ask questions at any point in an instructional video. Based on the digital learning theory of connectivism, knowledge is generated by mass discussion and experience sharing via a social network. The purpose of this study is to administer a pilot study to explore students' experience and outcome of using Flipnote. The results demonstrate that the four dimensions (e.g., diversity, openness, interactivity, and autonomy) of the connectivism model play important roles for the first half of the flipped class, which is the preview at home. However, more empirical research and data are needed to validate the parts played by cognitivism and constructivism in the flipped classroom.

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