Dr Jing Shen
University of Auckland
The proposed paper explores the possibility of accessing and intervening in learners’ mind-sets while implementing the flipped teaching model. The study will gauge responses to an online information literacy demonstration, where learners not only are offered two different pathways to suit their particular mind-set, but also are constantly reminded of their potential and encouraged to take risks and contribute to the wider learning community. Google Analytics is integrated to collect data on learners’ behaviours, and to further monitor any changes that might have occurred in learners’ mind-set during the learning process.
The concept of mind-set rst emerged in the eld of psychology and is regarded as having vast implications for shaping learner beliefs and behaviours (Dweck, 2006). Generally understood as an individual’s set of beliefs about his or her ability, mind-set has been highlighted as especially in uential in the ipped teaching method (Carbaugh & Doubet, 2015; Chuang, Weng & Chen, 2018). Given the massive bene ts and potentials indicated, further research is needed to fully explore the possibility and feasibility of mind-set intervention in ipped learning. In particular, in regard to ways of utilizing the mind-set concept to maximize the bene ts of ipped learning, there are pressing questions remain unanswered. For example, how does one identify the best opportunity to intervene in a learner’s mind-set? How can one best utilize new digital tools to gauge a learner’s response and collect data on his or her mind-set whilst minimize the adverse impact of these digital tools? And how can messages be embedded in learning materials to intervene in a learner’s mind-set?
This paper focuses on preparation for flipped learning, which can significantly impact subsequent in-class activities (Kim et al., 2014). It aims to prove the effectiveness of mind-set intervention in the preparation for flipped learning, and to shed light on the questions enumerated above.