Socialized learning: shared-regulated learning within a large-sized flipped classroom

Abstract

Vygotsky's Social Constructivist Learning Theory (1978), argued that learning is an active and social process, and recent research studies suggest that technology-based collaborative groups have significantly better learning performance than individual learners, although, most of these studies relate to online distance learning or virtual classroom contexts. In this seminar, Mathew Pryor presents an on-going teaching development initiative that looks to promote socialized learning within a large-sized flipped classroom in HKU’s Common Core program, as a way of enhancing student engagement and increasing effective collaboration in both pre-class and in-class learning environments. Based on the five key factors of Hasler-Waters and Napier (2002) ‘effective collaboration model’, (providing support; get acquainted; establish communication; build trust; and get organized) the instructional design aims to facilitate socially shared-regulated learning. Students are required to work intensively on diverse structured exercises, in the same pre-class and in-class groups, that actively scaffold their learning and knowledge co-construction, by encouraging them to share their own views, explore concepts through different cultural perspectives, and reflect on their own understanding. The positive impacts of socialized learning on student engagement in the flipped classroom are salient in both student survey and feedback.