An Empirical Analysis of Social Interaction in Online Teaching in Open Universities Based on Flipped Classroom

As a teaching model, flipped classroom can stimulate students' learning interests and promote students' positive social interactions. As an adult university relying on information technology to carry out online teaching, open universities need to pay attention to the online learning quality of adult students. This study attempts to apply the concept of flipped classroom to online teaching in open universities. While exploring the feasibility of the online flipped classroom teaching model, it adopts an equal group experiment method, content analysis method, and social network analysis method to compare the social interaction level difference between online teaching based on flipped classroom and conventional online teaching. The results show that online flipped classroom has a positive and significant impact on student's cognitive processing level and knowledge construction level and can promote groups to form complex knowledge network forms. This shows that network teaching based on flipped classroom can exercise students' high-order thinking ability, enhance students' cooperative consciousness and behavior, and stimulate students' subjectivity in learning. The purpose of this study is to provide references for promoting interactive behavior and quality in online teaching.