An Investigation of the Effect of Flipped-Jigsaw Learning Classroom on Primary Students’ Autonomy and Engagement in E-Learning Context and Their Perceptions of the Flipped-Jigsaw Learning Classroom

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10466755" target="_blank" >RIV/00216208:11410/22:10466755 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/book/10.1007/978-3-031-01942-5" target="_blank" >https://link.springer.com/book/10.1007/978-3-031-01942-5</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-031-02447-4_39" target="_blank" >10.1007/978-3-031-02447-4_39</a>

Jazyk výsledku

angličtina

Název v původním jazyce

An Investigation of the Effect of Flipped-Jigsaw Learning Classroom on Primary Students’ Autonomy and Engagement in E-Learning Context and Their Perceptions of the Flipped-Jigsaw Learning Classroom

Popis výsledku v původním jazyce

Due to the development of COVID-19, governments are forced to close educational schools to control the prevalence of this disease. In other words, COVID-19 leads to an important change in pedagogy and learning all over the world. The present study aimed to examine the impact of the flipped-jigsaw learning classroom on Primary students&apos; autonomy and engagement through two different approaches of teaching (i.e. Social Network and Face-to-face training) then, explore students&apos; perceptions and opinions toward the flipped-jigsaw learning approach during the prevalence of Covid-19. The present study is based on the quasi-experimental design which is conducted for 60 primary students who had studied in the first year of study in 2020-2021 in a primary school in Tehran. One group was educated in a traditional (face-to-face) class that was deprived of the Internet and the students performed their homework at their home, whereas the other group was educated utilizing flipped-jigsaw learning classroom through the social network. Before and after treatment, all the participants filled out the learner&apos;s autonomy and engagement questionnaires which served as the pre and post-tests. The researchers utilized covariance analysis (ANCOVA) to answer the research questions. The results showed that the students&apos; level of autonomy and engagement in the experimental group increased compared to the performance of the students in the control group. Due to the COVID-19, educational institutions could utilize virtual learning, and the flipped-jigsaw learning classroom to improve students&apos; autonomy and engagement in the E-learning context.

Název v anglickém jazyce

An Investigation of the Effect of Flipped-Jigsaw Learning Classroom on Primary Students’ Autonomy and Engagement in E-Learning Context and Their Perceptions of the Flipped-Jigsaw Learning Classroom

Popis výsledku anglicky

Due to the development of COVID-19, governments are forced to close educational schools to control the prevalence of this disease. In other words, COVID-19 leads to an important change in pedagogy and learning all over the world. The present study aimed to examine the impact of the flipped-jigsaw learning classroom on Primary students&apos; autonomy and engagement through two different approaches of teaching (i.e. Social Network and Face-to-face training) then, explore students&apos; perceptions and opinions toward the flipped-jigsaw learning approach during the prevalence of Covid-19. The present study is based on the quasi-experimental design which is conducted for 60 primary students who had studied in the first year of study in 2020-2021 in a primary school in Tehran. One group was educated in a traditional (face-to-face) class that was deprived of the Internet and the students performed their homework at their home, whereas the other group was educated utilizing flipped-jigsaw learning classroom through the social network. Before and after treatment, all the participants filled out the learner&apos;s autonomy and engagement questionnaires which served as the pre and post-tests. The researchers utilized covariance analysis (ANCOVA) to answer the research questions. The results showed that the students&apos; level of autonomy and engagement in the experimental group increased compared to the performance of the students in the control group. Due to the COVID-19, educational institutions could utilize virtual learning, and the flipped-jigsaw learning classroom to improve students&apos; autonomy and engagement in the E-learning context.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Digital Technologies and Applications. ICDTA 2022. Lecture Notes in Networks and Systems

ISBN

978-3-031-02446-7

ISSN

—

e-ISSN

—

Počet stran výsledku

11

Strana od-do

372-382

Název nakladatele

Springer

Místo vydání

Morocco

Místo konání akce

Fez, Morocco

Datum konání akce

28. 1. 2022

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—