JUCS - Journal of Universal Computer Science 25(12): 1531-1553, doi: 10.3217/jucs-025-12-1531

Implementing Flipped Classroom that Used a Context Aware Mobile Learning System into Learning Process

Mahnane Lamia^‡, Mohamed Hafidi^‡, André Tricot^§, Ouissem Benmesbah^‡

‡ University of Badji Moktar, Annaba, Algeria§ University of Toulouse Jean Jaures and CNRS, Toulouse, France

Corresponding author: Mahnane Lamia ( mahnane_lamia@yahoo.fr )

This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY-ND 4.0). This license allows reusers to copy and distribute the material in any medium or format in unadapted form only, and only so long as attribution is given to the creator. The license allows for commercial use.

Citation: Lamia M, Hafidi M, Tricot A, Benmesbah O (2019) Implementing Flipped Classroom that Used a Context Aware Mobile Learning System into Learning Process. JUCS - Journal of Universal Computer Science 25(12): 1531-1553. https://doi.org/10.3217/jucs-025-12-1531

Abstract

While some studies indicate that flipped classrooms offer many positive educational outcomes, other studies draw attention to limitations associated with flipped classroom (students' limited preparation prior to class, students' need for guidance at home, students' inability to get immediate feedback while they study at home, and little research has focused on students' learning outcomes, such as: satisfaction and motivation). This paper attempts to address several of these limitations through exploratory studies conducted in an Algerian University. The approach proposed in this paper called Flipped classroom based on Context-Aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The system was implemented in an English Language course. It was expected that the FC-CAMLS increased the management of students' heterogeneity. A quantitative analysis by means of structural equation modeling was performed to analyze the caUnited States of Americal relationships between knowledge, skills, motivation and students' satisfaction. The results show that the system has positive effects on students' knowledge, skills, and motivation. Finally, our research provides useful results that the use of the context dimensions and learner's feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

Keywords

flipped classroom, context aware mobile learning, learner's feedback, motivation, English linguistics module, satisfaction