Technology-facilitated Socialised Learning in A Flipped Classroom: Towards A Conceptual Framework

Abstract

Socialisation has been considered a salient role in human cognitive development. Facilitated by new technology, collaboration can now occur in both online and face-to-face learning environments. However, peer interaction in pre-class online learning setting of flipped classrooms is still minimal. Also, a clear conceptual framework for socialised learning in modern educational contexts has yet to be established. This study offers a new contribution by generating a conceptual framework for a Technology-facilitated Socialised Learning (SL) pedagogy, formulated through a grounded theory approach. Qualitative data was collected from semi-structured interviews with undergraduate participants in a large-scale Common Core course at HKU. Results indicated that: knowledge construction in SL is an individual-social-individual process; information exchange and integration, social inclusion (composing of co-regulated learning, share-regulated learning, peer support and peer pressure) and critical reflection were key categories of the SL framework; a typology of dynamic group socialisation could be developed; and students reported a high degree of engagement and enhanced learning outcomes. The SL conceptual framework addresses the knowledge gaps and may assist educators to develop effective and adaptive socialised course design to enrich students’ learning experience by adjusting emphasis in their pedagogical activities.