Converting a conventional flipped class into a synchronous online flipped class during COVID-19: university students’ self-regulation skills and anxiety

Korkmaz, Sezen; Mirici, İsmail Hakkı

doi:10.1080/10494820.2021.2018615

Cited by 24 publications

(16 citation statements)

References 28 publications

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“…The results of this study could serve as a basis for continuous faculty training and development, as well as for the improvement of the NSTP course, in general. Some studies have revealed that majority of the faculty members have understood their roles in blended-based environment (Korkmaz & Mirici, 2021;Aldosemani et.al, 2018). It was found out that blended learning mitigates the delivery of teaching and learning access regardless of time and space.…”

Section: B Related Studiesmentioning

confidence: 99%

ESL teachers and students' perceptions toward blended learning during Covid -19 pandemic

2022

JETT

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The global disruption caused by the COVID-19 epidemic has unquestionably created untold, indescribable, and pervasive issues in the Philippines' educational system. Teachers have been challenged with implementing distance learning modes from the beginning of the pandemic, often without adequate guidance, training, or resources. The researcher was inspired by the influence of COVID 19 on professors and students at Bulacan State University to investigate the feasibility of establishing a transformative learning process that is flexible in context and practice. This study looked at how teachers and students felt about using a variety of blended learning methodologies. It used a mixed method to investigate the relationship between students' and instructors' perceptions of blended language instruction, as well as Creswell's explanatory sequential research design. Thirty (30) students and twenty (20) English faculty members from the chosen university took part in the study. Qualitative and quantitative research tools were used. The data was collected through two questionnaires. For in-depth investigation, semi-structured, virtual interviews were conducted with a focus group composed of deliberately selected five (5) students and five (5) faculty. Overall, the participants were unanimous in their perceptions that Blended Learning did not positively impact the learning of the students in their course "Purposive Communication".

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Section: B Related Studiesmentioning

confidence: 99%

ESL teachers and students' perceptions toward blended learning during Covid -19 pandemic

2022

JETT

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“…The development of technology in these recent times (Dobrota et al, 2012) and flexible learning trend in the education field encourage innovative methods in the learning process (Benkovic & Dobrota, 2012;Korkmaz & Mirici, 2021;Tütüniş, Ünal, & Babanoğlu, 2022). The learning method that utilizes advanced communication and information technology is elearning.…”

Section: Introductionmentioning

confidence: 99%

Antecedents to Continuance of Use Intention of Adopting Learning Management System (LMS) in E-commerce Learning: Implementation of IS Success Model

2022

QAS

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This research aimed to analyze the continuance of use intention of adopting Learning Management System (LMS)using IS success model. This research used four independent variables to evaluate the continuance of use intention of adopting LMS: LMS quality, knowledge quality, perceived of use, LMS satisfaction, and continuance to use intention. The population of this research was the younger generation using the LMS from Kampus Komerce for ecommerce online training in Indonesia. The sample size of this research was 150 chosen randomly chosen respondents. The analysis tool used was Structural Equational Modeling with Partial Least Square. The research result proves that LMS quality has a positive impact on the perceived of use and LMS satisfaction, knowledge quality has a positive impact on perceived of use and LMS Satisfaction, perceived of use has a positive impact on LMS satisfaction, perceived of use, and LMS Satisfaction has a positive impact on the continuance to use intention. Therefore, this outcome supports the IS success model within the LMS context.

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“…In addition, the stakeholders have to deal with another impact of covid-19 in which the students feel anxious and work under pressure as a consequent of the change of their learning design. The general unpredictable pandemic and attendant change in behavior generates a great anxiety in the society (Maia & Dias, 2020;Korkmaz & Mirici, 2021). The anxiety is mostly felt by the students considering that they face a new transition in education field (Bolatov et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

EFL students’ anxiety in remote learning during COVID-19 pandemic

2022

JETT

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Since the outbreak of the Covid-19, the education system has undergone major changes. Learning that is carried out face-to-face is replaced with online-based learning. Students who have been through the online learning process for more than one year begin to show boredom. This directly impacts their psychological condition during learning. This study is aimed at investigating students' anxiety during remote learning in covid-19 pandemic. In this study, there were 100 EFL students were involved. The instrument to collect the data was Hamilton's Anxiety Rating Scale (HAM-A). The collected data were analyzed using descriptive statistics. The result showed that there were fourteen symptoms during remote learning. The highest mean score of anxiety was indicated in fears (M=2.96) meanwhile the lowest mean score was mood (M=1.52). Students were identified to have experienced a moderate anxiety. This study also highlighted female students showed higher anxiety compared to male students.

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Converting a conventional flipped class into a synchronous online flipped class during COVID-19: university students’ self-regulation skills and anxiety

Cited by 24 publications

References 28 publications

ESL teachers and students' perceptions toward blended learning during Covid -19 pandemic

ESL teachers and students' perceptions toward blended learning during Covid -19 pandemic

Antecedents to Continuance of Use Intention of Adopting Learning Management System (LMS) in E-commerce Learning: Implementation of IS Success Model

EFL students’ anxiety in remote learning during COVID-19 pandemic

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