This study carried out via both qualitative and quantitative methods. Results showed that in terms of learning emotions, flipped classroom based on mobile learning had some effects on students’ "self-directed learning" and "self-efficacy". Flipped classrooms had a more obvious effect on improving the low achievers’ intrinsic goal (learning motivation), metacognition (learning strategy) and resource management (learning strategy) than the middle and high achievers’. As for cognitive flexibility, results further indicated that flipped classrooms were able to let low achievers be more self-directed and helped them feel a higher degree of "cognitive control" of "cognitive flexibility", thus improved their academic achievements. The results of this study lay a theoretical foundation for designing an effective flipped classrooms environment and differentiated instruction in the future.
Min Jou, National Taiwan Normal University, Taiwan
Chun-Chiang Huang, National Taiwan Normal University, Taiwan