Using Constructivist Instructional Design for Flipped Classroom to Enhancing Cognitive Learning Performance

A flipped classroom pivots from a traditional learning style which learners contribute to outside-of-class exercises or self-learning to, instead, building knowledge or apprehending contents before coming to class. This study brings in the constructivist theory as a foundation of the instructional design as an online self-study management outside of class as well as hands-on activities in actual classrooms. The researchers developed constructivist learning management system (CLMS) and collected the data from the students to investigate how they built knowledge during the knowledge transfer, in particular. The study on students' cognitive ability found that on the correlation between students' learning retention and transfer of learning, there was a moderate positive correlation (r = 0.569). According the findings, students employed three processes to transfer their learning: (1) accessing the prior knowledge or schema from the existing cognitive structure; (2) constructing a link between new contexts and prior knowledge; and (3) utilizing that connection to resolve problems in the new contexts at hand.