Abstract
This study examines the effects of using a worksheet during a pre-class time on the quality of discussions and the deep approach to learning during a face-to-face class time in a flipped classroom. In our experiment, 18 undergraduate students, who were divided into control and experiment groups, participated. Whereas the nine students in the control group were given a free hand in taking notes while watching the same video, the nine students in the experiment group were also given a free hand in taking notes and asked to organize their prior knowledge and the learning contents of a lecture video using a worksheet. An analysis of their responses to the pre and post questionnaire surveys revealed that the experiment group scored higher than the control group in the deep approach to learning. Furthermore, results revealed that the students in the experiment group used more keywords, which they had learned from the video, in the subsequent classroom discussion. And they used their knowledge in more various ways than the students in the control group. Therefore, the authors conclude that the use of worksheets to organize and relate the prior knowledge of students and the learning contents of lectures can promote the students’ application of their acquired knowledge in different ways during classroom discussions. This, in turn, might result in the improvement of the deep approach to learning.
