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

Qi Li; Die Wang; Weilong Xiao; Yingying Tang; Qi Sun; Binghai Sun; Zhishan Hu

doi:10.1038/s41539-024-00286-y

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

NPJ Sci Learn. 2024 Dec 3;9(1):73. doi: 10.1038/s41539-024-00286-y.

Authors

Qi Li¹, Die Wang¹, Weilong Xiao^{1

2

3}, Yingying Tang⁴, Qi Sun^{5

6}, Binghai Sun^{7

8

9}, Zhishan Hu^{10

11}

Affiliations

¹ School of Psychology, Zhejiang Normal University, Jinhua, P. R. China.
² Intelligent Laboratory of Zhejiang Province in Mental Health and Crisis Intervention for Children and Adolescents, Jinhua, P. R. China.
³ Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, P. R. China.
⁴ Neuroimaging Core, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, P. R. China.
⁵ School of Psychology, Zhejiang Normal University, Jinhua, P. R. China. sunqi_psy@zjnu.edu.cn.
⁶ Intelligent Laboratory of Zhejiang Province in Mental Health and Crisis Intervention for Children and Adolescents, Jinhua, P. R. China. sunqi_psy@zjnu.edu.cn.
⁷ School of Psychology, Zhejiang Normal University, Jinhua, P. R. China. jky18@zjnu.cn.
⁸ Intelligent Laboratory of Zhejiang Province in Mental Health and Crisis Intervention for Children and Adolescents, Jinhua, P. R. China. jky18@zjnu.cn.
⁹ Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, P. R. China. jky18@zjnu.cn.
¹⁰ Neuroimaging Core, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, P. R. China. huzhishan@sjtu.edu.cn.
¹¹ State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, P. R. China. huzhishan@sjtu.edu.cn.

Abstract

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.

Abstract

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