The Research On The Factors That Affect Collaborative Learning Performance Of Flipped Classroom In Universities

In the era of information,the rapid development of network communications,big data,5G and artificial intelligence has created opportunities and challenges for the advancement and transformation of education.In recent years,relevant documents issued by the State Council and the Ministry of Education mentioned the deep integration of information technology and education to accelerate education reform.The flipped classroom,as a new teaching form produced under the reform of information-based education,has been applied from the primary education to higher education,and its effect has also been proved.Collaborative learning has always been advocated for its positive effect on students' ability in all aspects.College flipped classrooms provide more opportunities for collaborative learning,and collaborative learning has become a powerful link between classroom learning and self-study before class.However,there are problems such as plain communication and low learning efficiency in traditional face-to-face collaborative learning.So it is necessary to know the process and effect of collaborative learning in flipped classroom,and what factors effect and how effect collaborative learning in such circumstance,especially different factors between flipped classroom and traditional classroom.The issues above are critical to the research.The research focus on collaborative learning,aiming at knowing the specific teaching procedure and situation of collaborative learning.Then proposing related factors that affect collaborative learning performance and analyzing relation of them to come up with strategies to enhance collaborative learning performance.Firstly,the research conducts literature analysis about collaborative learning and learning performance,and proposed the evaluation indicators of collaborative learning performance,with preference to Kirkpatrick's performance evaluation model and the elements of collaborative learning that defined by Huang Ronghuai.By reviewing the relevant literature,the research divides the influencing factors from two levels of subjective factors and non-subjective factors.Then,the flipped classroom of "Network Technology and Application" in Nanjing University of Posts and Telecommunications was observed by groups for one semester,and the researcher interviews students one week before the end of the course.Based on the data of classroom observation and interview survey,12 key factors influencing collaborative learning performance were identified.In detail,the subjective factors include competition awareness,turnover intention,emotional state,leadership,knowledge forgetting and online learning engagement,and the non-subjective factors include the difficulty of the course,teacher-student interaction,design of collaborative activities,teacher's prise,evaluation mechanism and assistive technology in classroom.Next,the research puts forward the hypothesis,constructs the theoretical model and carries out the empirical study to explore the relationship between influencing factors and collaborative learning performance by using quantitative research method.At last,the hypothesis is verified and the theoretical model is improved by means of test modification,official issuance,reliability and validity test,descriptive statistical analysis,main effect and adjustment effect test.The research conclusions are as follows:(1)For the subjective factors,turnoverintention,emotional state,leadership role and online learning engagement have significant positive effects on collaborative learning performance.Competition awareness has a partial negative effect on cooperative learning performance,which positively affects personal knowledge acquisition(PK)and negatively affects group conversation quality(GC).Knowledge forgetting negatively affects personal expression ability(PE)under the moderating effect of the design of collaborative learning activities.(2)For the non-subjective factors,course difficulty,teacher-student interaction,teacher's prise and evaluation mechanism have significant positive effects on collaborative learning performance.Classroom assistive technology has a partial negative influence on the cooperative learning performance,which negatively affects collaborative learning atmosphere of the group(GCA).(3)For the group performance,the quality of group conversation and level of group knowledge sharing in collaborative learning performance are more influenced by non-subjective factors.(4)Design of Collaborative learning activity significantly moderates the relationship between knowledge forgetting,turnover intention,online learning engagement and collaborative learning performance.According to the specific research conclusions,theoretical support,classroom observation and interview survey data,the paper proposes strategies to help improve the collaborative learning performance of college students in flipped classroom from the perspective of subjective factors and non-subjective factors.