The purpose of the study is to explore student–content, student–interface, student–instructor, and student–student interactions in a flipped classroom (FC)-based undergraduate engineering course using the transactional distance (TD) theory. Understanding student interactions that occur in and out of the classroom to reduce the TD can help one design and develop high-quality FC-based courses and, thus, produce better learning outcomes and teaching experiences. A mixed-methods case study was implemented in a Probability and Statistics course, and 37 undergraduate students from a developing university's faculty of engineering participated in the study. Data were collected via an anonymous online survey and focus group interviews. The initial findings indicated that the FC approach facilitated the students’ learning process and increased their interest in the course. Furthermore, the students found favorable student–content, student–instructor, student–interface, and student–student interactions. Based on the findings, all interaction types and their relationship with each other in the scope of the FC approach were discussed. Recommendations for reducing the TD include preparing videos that are understandable and comprehensive enough to be studied by students, provision of sufficient support, and positive attitude to students by instructors, encouraging collaboration among students, and utilizing easy-to-use digital platforms.

中文翻译：

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翻转课堂本科工程统计学课程中的学生互动

该研究的目的是使用交易距离 (TD) 理论在基于翻转课堂 (FC) 的本科工程课程中探索学生与内容、学生与界面、学生与教师以及学生与学生之间的互动。了解课堂内外发生的学生互动以减少 TD 可以帮助设计和开发高质量的基于 FC 的课程，从而产生更好的学习成果和教学体验。在概率与统计课程中实施了混合方法案例研究，来自发展中大学工程学院的 37 名本科生参与了这项研究。数据是通过匿名在线调查和焦点小组访谈收集的。初步调查结果表明，FC 方法促进了学生的学习过程并增加了他们对课程的兴趣。此外，学生们发现了良好的学生-内容、学生-教师、学生-界面和学生-学生互动。根据调查结果，讨论了 FC 方法范围内的所有交互类型及其相互之间的关系。减少 TD 的建议包括准备足够易懂和全面以供学生学习的视频、提供足够的支持和教师对学生的积极态度、鼓励学生之间的合作以及利用易于使用的数字平台。以及学生与学生的互动。根据调查结果，讨论了 FC 方法范围内的所有交互类型及其相互之间的关系。减少 TD 的建议包括准备足够易懂和全面以供学生学习的视频、提供足够的支持和教师对学生的积极态度、鼓励学生之间的合作以及利用易于使用的数字平台。以及学生与学生的互动。根据调查结果，讨论了 FC 方法范围内的所有交互类型及其相互之间的关系。减少 TD 的建议包括准备足够易懂和全面以供学生学习的视频、提供足够的支持和教师对学生的积极态度、鼓励学生之间的合作以及利用易于使用的数字平台。