{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,24]],"date-time":"2026-04-24T14:11:15Z","timestamp":1777039875160,"version":"3.51.4"},"reference-count":46,"publisher":"Emerald","issue":"5","license":[{"start":{"date-parts":[[2019,9,17]],"date-time":"2019-09-17T00:00:00Z","timestamp":1568678400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["EL"],"published-print":{"date-parts":[[2019,11,18]]},"abstract":"\nPurpose<\/jats:title>\nThis paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students\u2019 learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the \u201cflipped classroom\u201d model strikes a chord and becomes a trend.<\/jats:p>\n<\/jats:sec>\n\nDesign\/methodology\/approach<\/jats:title>\nBy applying nonequivalent pretest posttest control group design to the experimental research, 242 college students in Henan Province are selected as subjects of study. They are divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts the cooperative teaching method. The third group adopts the flipping classroom teaching method integrated the cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The study lasted 15\u2009weeks with sessions carried out 3 h a week.<\/jats:p>\n<\/jats:sec>\n\nFindings<\/jats:title>\nThe research results show significant effects of flipped classroom teaching method on learning motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation and flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome.<\/jats:p>\n<\/jats:sec>\n\nResearch limitations\/implications<\/jats:title>\nFirst, on the basis of consulting the links of many teaching strategies and summarizing the experience of flipped classroom practice in famous universities, a series of teaching strategies is put forward. However, the pertinence of different subjects may be different, which requires teachers to focus on the specific practice of reference. Second, due to the limitation of time, the author spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not verified in practice, so it needs to spend time and practice in the later stage to improve this work.<\/jats:p>\n<\/jats:sec>\n\nPractical implications<\/jats:title>\nThis topic is the integrated design practice and research of flipped classroom in current teaching. The practical significance of the research is to find a solution to the problem of low learning efficiency of students in traditional classrooms, so as to update teachers\u2019 teaching concepts, change teaching methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design process before, during and after class, which can effectively improve teachers\u2019 teaching design ability, help students change their learning methods and truly improve students\u2019 learning efficiency and effectiveness. The research on the implementation of flipped classroom can enrich the theory of flipped classroom, including the research on the orientation of learning theory and the reorientation of the role of teachers and students. This study can provide theoretical support for the strategies and environment for the cultivation of students\u2019 independent learning ability. The results of this study can provide a reference for improving the scientificity and diversity of research methods.<\/jats:p>\n<\/jats:sec>\n\nOriginality\/value<\/jats:title>\nBased on the integrated design of flipped classroom before, during and after class, this research systematically explores the role of flipped classroom in cultivating students\u2019 autonomous learning ability in the teaching of information science and technology, and studies how to maximize the role of flipped classroom in teaching to promote and help students\u2019 learning. In addition, a special iterative method is adopted. In each round of research, according to the opinions of students and peers, the inadequacies and improvements in the last round of research is found, certain links are increased or decreased, and finally the research goals are achieved.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/el-02-2019-0024","type":"journal-article","created":{"date-parts":[[2019,9,17]],"date-time":"2019-09-17T10:27:47Z","timestamp":1568716067000},"page":"842-859","source":"Crossref","is-referenced-by-count":35,"title":["Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome"],"prefix":"10.1108","volume":"37","author":[{"given":"Qiang","family":"Jian","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2019,9,17]]},"reference":[{"key":"key2021102914413754600_ref001","first-page":"198","article-title":"The effect of using flipped classroom in teaching calculus on students\u2019 achievements at university of Tabuk","volume":"4","year":"2018","journal-title":"International Journal of Research in Education and Science"},{"key":"key2021102914413754600_ref002","doi-asserted-by":"crossref","first-page":"227","DOI":"10.1016\/j.compedu.2014.06.006","article-title":"It's not about seat time: blending, flipping, and efficiency in active learning classrooms","volume":"78","year":"2014","journal-title":"Computers and Education"},{"issue":"1","key":"key2021102914413754600_ref003","doi-asserted-by":"crossref","first-page":"51","DOI":"10.1108\/IJILT-07-2016-0025","article-title":"The flipped classroom model: when technology enhances professional skills","volume":"34","year":"2017","journal-title":"International Journal of Information and Learning Technology"},{"issue":"4","key":"key2021102914413754600_ref004","doi-asserted-by":"crossref","first-page":"489","DOI":"10.1007\/s11159-018-9725-y","article-title":"\u2018Growing together\u2019: a latvian retrospective of learning opportunities created in the cooperation among Nordic and Baltic adult educators","volume":"64","year":"2018","journal-title":"International Review of Education"},{"issue":"6","key":"key2021102914413754600_ref005","doi-asserted-by":"crossref","first-page":"1096","DOI":"10.1111\/bjet.12278","article-title":"Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course","volume":"47","year":"2016","journal-title":"British Journal of Educational Technology"},{"issue":"3","key":"key2021102914413754600_ref006","first-page":"277","article-title":"Examining elementary students\u2019 development of oral and written argumentation practices through argument-based inquiry","volume":"25","year":"2016","journal-title":"Science and Education"},{"key":"key2021102914413754600_ref007","doi-asserted-by":"crossref","first-page":"16","DOI":"10.1016\/j.compedu.2014.07.004","article-title":"Is FLIP enough? 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