Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony

作者：Qi Li, Dié Wang, Weilong Xiao, Yingying Tang, Qi Sun, Binghai Sun, Zhishan Hu · 发表于：npj Science of Learning · 年份：2024 · DOI：10.1038/s41539-024-00286-y · 被引用次数：12 · 研究领域：Mechanical and Optical Resonators、Innovative Teaching Methods、Analog and Mixed-Signal Circuit Design

Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher-student interaction-the key feature of FT-plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher-student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher-student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation.