Effects of a collective problem-solving promotion-based flipped classroom on students' learning performances and interactive patterns.

The flipped classroom approach has become one of the renowned instructional approaches in recent years. However, without proper educational tools to support students when they participate in classroom learning, their learning performances may not be as good as expected. In this study, a collective problem-solving promotion mechanism is proposed to enhance students' interaction and learning engagement in flipped classrooms using an interactive response system (IRS). A quasi-experimental design was adopted, and university students were recruited as the participants. The students in the experimental group applied the proposed approach, while those in the control group used the conventional flipped learning approach. The results show that the students in the collective problem-solving promotion-based flipped classroom not only had better learning performances and collective efficacy but also had higher level of knowledge construction and deeper interactions. The findings can be a reference for future teaching and research. [ABSTRACT FROM AUTHOR]