Yi Qin
ABSTRACT
Civic education in higher education curriculum has been highlighted since the 18th CPC national congress held in 2013 in China. With the popularization of modern educational technologies in Chinese colleges and universities, it is imperative that new pedagogical methods be developed to provide quality civic education to higher education students. This paper sought to discover descriptive data on practical applications of micro-class based "flipped classroom" in civic education. We tested whether this mode, which encourages students to connect course materials to educational technology, will help students experience more positive academic emotions, less anxiety and boredom, produce better self-regulated learning strategies with higher lecture engagement than they do in traditional classrooms. In a randomized field experiment with college students, we found that micro-class based "flipped classroom" mode, which encouraged students to make connections between what they were learning in their civic education course and technological environment, increased students' positive academic emotions with better self-regulated learning strategies. The results have implications for the development of civic education curriculum. Additionally, it provides recommendations for how these descriptive data can be used to transform and improve the incorporation of education technologies into the civic education.
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Index Terms
- An Empirical Study of Micro-class Based "Flipped Classroom" in Civic Education
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