Successful Factors of Flipped Classroom From the Perspective of Symbolic Interaction Theory

DOI

10.2991/icibet-14.2014.63How to use a DOI?

Keywords

symbolic interaction, flipped classroom, teaching resources, learning environment, interactive platform

Abstract

Flipped classroom teaching (FCT) is emerging as an advanced pattern of instruction in recent years. With the increasing mature of multimedia and internet technology, FCT is widely accepted by teachers and students. But a variety of questions still exist with regard to FCT. Symbolic interaction theory is a micro-sociological and social psychological theory concerning the interactions of individuals in society. Teaching activity is also an interaction process between teaching participators through a variety of teaching symbols. FCT provides a favorable condition for the interaction of teaching symbols. Several successful factors involved in FCT are discussed from the perspective of symbolic interaction theory in the paper such as the preparation of high-quality video resources, standardization of an environment of self-learning for the students, activation of the classroom interaction, construction of an efficient interaction platform for the students and teacher.

Copyright

© 2014, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Lixin Wang
AU  - Chonggang Fu
PY  - 2014/02
DA  - 2014/02
TI  - Successful Factors of Flipped Classroom From the Perspective of Symbolic Interaction Theory
BT  - Proceedings of the 2014 International Conference on Information, Business and Education Technology
PB  - Atlantis Press
SP  - 237
EP  - 240
SN  - 1951-6851
UR  - https://doi.org/10.2991/icibet-14.2014.63
DO  - 10.2991/icibet-14.2014.63
ID  - Wang2014/02
ER  -