Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony
Abstract Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher–student interaction—the key feature of FT—plays an essential role in enhancing learning remains unclear, as do its neural underpinnings....
Saved in:
| Main Authors: | , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2024-12-01
|
| Series: | npj Science of Learning |
| Online Access: | https://doi.org/10.1038/s41539-024-00286-y |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846137321372516352 |
|---|---|
| author | Qi Li Die Wang Weilong Xiao Yingying Tang Qi Sun Binghai Sun Zhishan Hu |
| author_facet | Qi Li Die Wang Weilong Xiao Yingying Tang Qi Sun Binghai Sun Zhishan Hu |
| author_sort | Qi Li |
| collection | DOAJ |
| description | Abstract Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher–student interaction—the key feature of FT—plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher–student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher–student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation. |
| format | Article |
| id | doaj-art-fc296bd3e36f434bb982b4f20a2f6c8e |
| institution | Kabale University |
| issn | 2056-7936 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | npj Science of Learning |
| spelling | doaj-art-fc296bd3e36f434bb982b4f20a2f6c8e2024-12-08T12:19:04ZengNature Portfolionpj Science of Learning2056-79362024-12-019111010.1038/s41539-024-00286-yStructured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchronyQi Li0Die Wang1Weilong Xiao2Yingying Tang3Qi Sun4Binghai Sun5Zhishan Hu6School of Psychology, Zhejiang Normal UniversitySchool of Psychology, Zhejiang Normal UniversitySchool of Psychology, Zhejiang Normal UniversityNeuroimaging Core, Shanghai Mental Health Center, Shanghai Jiao Tong University School of MedicineSchool of Psychology, Zhejiang Normal UniversitySchool of Psychology, Zhejiang Normal UniversityNeuroimaging Core, Shanghai Mental Health Center, Shanghai Jiao Tong University School of MedicineAbstract Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher–student interaction—the key feature of FT—plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher–student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher–student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation.https://doi.org/10.1038/s41539-024-00286-y |
| spellingShingle | Qi Li Die Wang Weilong Xiao Yingying Tang Qi Sun Binghai Sun Zhishan Hu Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony npj Science of Learning |
| title | Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony |
| title_full | Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony |
| title_fullStr | Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony |
| title_full_unstemmed | Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony |
| title_short | Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony |
| title_sort | structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony |
| url | https://doi.org/10.1038/s41539-024-00286-y |
| work_keys_str_mv | AT qili structuredinteractionbetweenteacherandstudentintheflippedclassroomenhanceslearningandinterbrainsynchrony AT diewang structuredinteractionbetweenteacherandstudentintheflippedclassroomenhanceslearningandinterbrainsynchrony AT weilongxiao structuredinteractionbetweenteacherandstudentintheflippedclassroomenhanceslearningandinterbrainsynchrony AT yingyingtang structuredinteractionbetweenteacherandstudentintheflippedclassroomenhanceslearningandinterbrainsynchrony AT qisun structuredinteractionbetweenteacherandstudentintheflippedclassroomenhanceslearningandinterbrainsynchrony AT binghaisun structuredinteractionbetweenteacherandstudentintheflippedclassroomenhanceslearningandinterbrainsynchrony AT zhishanhu structuredinteractionbetweenteacherandstudentintheflippedclassroomenhanceslearningandinterbrainsynchrony |