Analysis of knowledge construction during group space activities in a flipped learning course.

Flipped learning is a pedagogical approach that uses technology to deliver instructional content outside of class (individual space) and class time to engage in collaborative activities (group space). In a flipped learning course, the traditional classroom paradigm shifts and teachers become more facilitator than lecturer. Research on flipped learning is limited, in that studies are mostly conducted in postsecondary classrooms and focus on engagement and performance rather than the learning that occurs during collaboration. My study was designed to investigate group learning or knowledge construction during collaborative activities. Participants were middle school students from Hawaii. To identify group learning, I targeted a specific activity between three students in the group space. Using a computer‐supported collaborative learning framework, I recorded and analysed the group's verbal communication as they worked together. Moments of knowledge construction and interactions leading to those moments were analysed. Content analysis and lag sequential analysis revealed significant strategies used by students to construct knowledge. Some recommendations for practitioners include designing a need for teacher facilitation, incorporating questions that promote student discussion, and requiring students to reflect on their understanding. Future studies should include different K‐12 environments and focus on knowledge construction transfer between the individual and group learning spaces. Lay Description: What is already known about this topic: Much of the available literature includes postsecondary learners, uses quantitative or mixed methods, and shows flipped learning positively impacts engagement and performance.Flipped learning use in K‐12 education is increasing, and practitioners need more evidence‐based support, especially for younger learners.Active learning in the group space is the driving force behind effective flipped learning. What this paper adds: Adds to limited research in K‐12 environments by studying a middle school classroom using flipped learning.Uses qualitative methods unique to that available literature on flipped learning in order to investigate knowledge construction.Provides evidence of group learning and knowledge constructions strategies used during collaborative activities. Implications for practice and/or policy: Design teacher facilitation into collaborative activities to foster collective and individual regulation.Facilitation strategies should include questioning that promotes discussion and argumentation amongst learners.Collaborative activities should require students to reflect on, discuss, and exchange their understanding and ideas. [ABSTRACT FROM AUTHOR]