File Download
There are no files associated with this item.
Supplementary
-
Citations:
- Appears in Collections:
Conference Paper: Successful flipped learning in higher education: From the perspective of student motivation.
| Title | Successful flipped learning in higher education: From the perspective of student motivation. |
|---|---|
| Authors | |
| Issue Date | 2019 |
| Publisher | American Educational Research Association. |
| Citation | 2019 American Educational Research Association (AERA) Meeting, Toronto, Canada, 5-9 April 2019 How to Cite? |
| Abstract | Although educators have become increasingly interested in implementing flipped learning to innovate their teaching in higher education, not every flipped classroom has been successful. The purpose of this study was to investigate student and instructional factors that influence students’ affective and motivational outcomes in a flipped classroom in higher education. A total of 350 students across 12 different flipped courses participated in this study. Results indicate that enjoyment was predicted by the quality of preview materials, teacher facilitation, and student participation. Boredom was significantly explained by the quality of preview materials and student participation. Self-efficacy was significantly explained by the student and instructional factors except teacher facilitation. Further discussion and implications are provided. |
| Description | Roundtable Session: Classroom contexts and student impacts |
| Persistent Identifier | http://hdl.handle.net/10722/274218 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Cho, M | - |
| dc.contributor.author | Park, SW | - |
| dc.contributor.author | Lee, S | - |
| dc.date.accessioned | 2019-08-18T14:57:28Z | - |
| dc.date.available | 2019-08-18T14:57:28Z | - |
| dc.date.issued | 2019 | - |
| dc.identifier.citation | 2019 American Educational Research Association (AERA) Meeting, Toronto, Canada, 5-9 April 2019 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/274218 | - |
| dc.description | Roundtable Session: Classroom contexts and student impacts | - |
| dc.description.abstract | Although educators have become increasingly interested in implementing flipped learning to innovate their teaching in higher education, not every flipped classroom has been successful. The purpose of this study was to investigate student and instructional factors that influence students’ affective and motivational outcomes in a flipped classroom in higher education. A total of 350 students across 12 different flipped courses participated in this study. Results indicate that enjoyment was predicted by the quality of preview materials, teacher facilitation, and student participation. Boredom was significantly explained by the quality of preview materials and student participation. Self-efficacy was significantly explained by the student and instructional factors except teacher facilitation. Further discussion and implications are provided. | - |
| dc.language | eng | - |
| dc.publisher | American Educational Research Association. | - |
| dc.relation.ispartof | American Educational Research Association (AERA) Meeting | - |
| dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
| dc.title | Successful flipped learning in higher education: From the perspective of student motivation. | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Park, SW: swonpark@hku.hk | - |
| dc.identifier.hkuros | 301428 | - |
| dc.publisher.place | Toronto, Canada | - |