Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Student Characteristics and Learning and Teaching Factors Predicting Affective and Motivational Outcomes in Flipped College Classrooms

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Cho, Moon-Heum (ORCID Cho, Moon-Heum (ORCID 0000-0002-3993-3866); Park, Seung Won (ORCID Park, Seung Won (ORCID 0000-0002-5012-8534); Lee, Sang-eun
  • اللغة:
    English
  • المصدر:
    Studies in Higher Education. 2021 46(3):509-522.
  • الموضوع:
    2021
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      14
    • Education Level:
      Higher Education
      Postsecondary Education
    • الموضوع:
      Student Characteristics; Student Motivation; College Students; Flipped Classroom; Predictor Variables; Emotional Experience; Instructional Materials; Peer Relationship; Interaction; Teacher Role; Facilitators (Individuals); Student Participation; Video Technology; Self Efficacy; Gender Differences; Age Differences; Grade Point Average; Foreign Countries
    • الموضوع:
      South Korea
    • الرقم المعرف:
      10.1080/03075079.2019.1643303
    • ISSN:
      0307-5079
    • نبذة مختصرة :
      The flipped classroom has become a popular pedagogical approach in higher education with its capability to promote students' active engagement in higher-order tasks; nevertheless, studies have shown that the flipped classroom is not always successful. The purpose of this study was to investigate factors including student characteristics as well as learning and teaching factors that influence students' affective and motivational outcomes in flipped classrooms in higher education. A total of 350 university students in 12 different flipped classrooms completed survey instruments at the end of the semester that assessed their experience with flipped classrooms, emotional experiences, and motivation. Results indicated that enjoyment was predicted by the perception of preview materials, teacher facilitation, and participation in learning activities. Boredom was predicted by the perception of preview materials and participation in learning activities. Self-efficacy was significantly explained by both student characteristics and learning and teaching factors. Further discussion and implications are provided.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2021
    • الرقم المعرف:
      EJ1288793