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Article: Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms

TitleStudent characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms
Authors
Keywordsflipped learning
academic emotion
motivation
self-efficacy
teacher facilitation
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
Citation
Studies in Higher Education, 2019 How to Cite?
AbstractThe 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.
Persistent Identifierhttp://hdl.handle.net/10722/274062
ISSN
2017 Impact Factor: 2.321
2015 SCImago Journal Rankings: 1.160
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorCho, M-
dc.contributor.authorPark, SW-
dc.contributor.authorLee, S-
dc.date.accessioned2019-08-18T14:54:18Z-
dc.date.available2019-08-18T14:54:18Z-
dc.date.issued2019-
dc.identifier.citationStudies in Higher Education, 2019-
dc.identifier.issn0307-5079-
dc.identifier.urihttp://hdl.handle.net/10722/274062-
dc.description.abstractThe 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.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp-
dc.relation.ispartofStudies in Higher Education-
dc.rightsPostprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectflipped learning-
dc.subjectacademic emotion-
dc.subjectmotivation-
dc.subjectself-efficacy-
dc.subjectteacher facilitation-
dc.titleStudent characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms-
dc.typeArticle-
dc.identifier.emailPark, SW: swonpark@hku.hk-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03075079.2019.1643303-
dc.identifier.hkuros301427-
dc.identifier.isiWOS:000476104100001-
dc.publisher.placeUnited Kingdom-

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