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    Peer tutoring on Facebook to engage students with flipped classes: A correlational experiment on learning outcomes

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    Authors
    Talaei-Khoei, Amir
    Daniel, Jay
    Affiliation
    University of Technology Sydney
    Issue Date
    2016
    
    Metadata
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    Abstract
    This paper aims to demonstrate the potentials of using Facebook to improve the students’ engagements with the flipped learning materials through implementation of socially enabled peer learning. The article looks at comparing the correlations between the learning outcomes with online quizzes as well as with the Facebook engagement of students. The findings show that although the learning outcomes are correlated with the both of these two interventions, the students’ engagement on Facebook has a stronger correlation with the learning outcomes in the flipped classes. The study also reports the lessons learned in deploying Facebook groups to implement peer learning in flipped classes. The results have been discussed in the lens of Theory of Peer Learning and the future avenues of research have been suggested. This study also motivates teaching practitioners in Information Systems to improve flipped learning by the use of social networking sites in their courses.
    Citation
    Talaei-Khoei, A. and Daniel, J., (2016). 'Peer tutoring on Facebook to engage students with flipped classes: A correlational experiment on learning outcomes'. AMCIS 2016: Surfing the IT Innovation Wave-22nd Americas Conference on Information Systems, 11-14 August, pp. 1-9.
    Publisher
    AIS Electronic Library (AISeL)
    URI
    http://hdl.handle.net/10545/625342
    Additional Links
    https://opus.lib.uts.edu.au/handle/10453/52058
    Type
    Meetings and Proceedings
    Language
    en
    Collections
    Derby Business School

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