Mobile Inverted Constructivism: Education of Interaction Technology in Social Media

• Published in: Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2016-05, Vol.12 (5), p.1425
• Main Authors: Chai, Jia-Xiang, Fan, Kuo-Kuang
• Format: Article
• Language: English
• Subjects: Blended Learning; Case Studies; China; Constructivism; Constructivism (Learning); Control Groups; Creative Thinking; Experimental Groups; Factor Analysis; Foreign Countries; Instructional Effectiveness; Questionnaires; Social Media; Social networks; Statistical Analysis; Student Centered Learning; Student Motivation; Undergraduate Students; Web Based Instruction
• ISSN: 1305-8223; 1305-8215; 1305-8223
• DOI: 10.12973/eurasia.2016.1522a

The combination of social media and invert teaching is a new path to inverting interation technology education and reconstructing the curriculum of context. In this paper, based on the theory of constructivism learning, a model named Mobile Inverted Constructivism (MIC) is provided. Moreover, in view of the functional quality of social media in China, the Mobile Inverted Constructivism system (MICs) is designed on the platforms of WeChat and Baidu Post Bar. Through a interaction design course, examines the teaching effect of MIC model. The statistical software SAS9.3 was used to analyze the experimental data. Experimental results show that in the classes where the MIC model is applied, students are better motivated to learn and make creative achievements than those restrained by traditional classroom teaching, and the MICs is more acceptable to the digital natives. In the future, the MIC model will be further improved, to better embody the "culture of sharing".