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Title: Using a Summarized Lecture Material Recommendation System to Enhance Students’ Preclass Preparation in a Flipped Classroom
Authors: Yang, Christopher C. Y.
Chen, Irene Y. L.
Akçapınar, Gökhan
Flanagan, Brendan
Ogata, Hiroaki  kyouindb  KAKEN_id  orcid (unconfirmed)
Author's alias: 緒方, 広明
Keywords: Recommendation systems
Flipped classrooms
Preclass preparation
Learning analytics
Learning outcomes
Issue Date: Apr-2021
Publisher: International Forum of Educational Technology & Society
Journal title: Educational Technology & Society (ET&S)
Volume: 24
Issue: 2
Start page: 1
End page: 13
Abstract: Research has revealed the positive effects of flipped classroom approaches on students’ learning engagement and performance compared with conventional lecture-based classrooms. However, because of a lack of out-of-class learning support, many students fail to comprehensively prepare the provided lecture materials before class. One promising solution to this problem is recommendation systems in the educational area, which have been instrumental in helping learners identify useful and relevant lecture materials that satisfy their learning needs. Thus, in this study, we propose a summarized lecture material recommendation system, which is integrated into an e-book reading system as an enhancement of the flipped classroom approach. This system helps students identify pages that contain essential knowledge that must be thoroughly studied before class. The proposed system was constructed on the basis of our previous work. In this study, a quasi-experiment was conducted in a graduate course that implemented the flipped classroom model: experimental group students learned with the proposed system, whereas the control group students had no access to the additional features. The findings of this study suggest that students who learn with the proposed recommendation system significantly outperform those who learn without the system in a flipped classroom in terms of their learning outcomes and engagement in preclass preparation.
Rights: This article of the journal of Educational Technology & Society is available under Creative Commons CC-BY-NC-ND 3.0 license.
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