Exploring student engagement in fully flipped classroom pedagogy: Case of an Australian business undergraduate degree

Fang, Jim; Vong, John; Fang, J.M.

doi:10.1080/08832323.2021.1890539

Cited by 12 publications

(6 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This experience can then become even more challenging when students also have to cope with lockdowns, while learning in the emergency remote mode. Consistent with previous studies, our findings reveal that engaging and caring lecturers who exercise flexibility in their teaching can provide the platform and boost motivation as a supportive intervention for students in their learning ( Fang et al, 2022 ; Jacklin & Le Riche, 2009 ).…”

Section: Discussion and Future Research Directionssupporting

confidence: 91%

Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption

Fang

Pechenkina

Rayner

2023

The International Journal of Management Education

Self Cite

View full text Add to dashboard Cite

Section: Discussion and Future Research Directionssupporting

confidence: 91%

Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption

Fang

Pechenkina

Rayner

2023

The International Journal of Management Education

Self Cite

View full text Add to dashboard Cite

“…In other words, students who perceived stronger guidance from their teachers exhibited higher scores in the five strengths. These results are in line with Cameron and Rideout [52] who confirmed the relevancy of professor support, while Fang et al [53] stated that engaging and caring lecturers who exercise flexibility in their teaching could provide the platform and boost motivation as a supportive intervention for students. Emotional support is vital for student well-being and continued learning [1].…”

Section: Discussionsupporting

confidence: 82%

“…Moreover, perceived lack of support from educators and reduced interactions with peers further increased stress among students [51]. Cameron and Rideout [52] confirmed the relevancy of support, especially for first-year students, while Fang et al [53] stated that engaging and caring lecturers who exercise flexibility in their teaching could provide the platform and boost motivation as a supportive intervention for students. Therefore, instructors should ensure that their attitudes are positively perceived by students to facilitate improved perceived learning outcomes [54].…”

Section: Healthy Students' Strengths During Covid-19mentioning

confidence: 99%

Effects of Physical Activity and COVID-19 on Healthy Student Strengths in the University System: Implications for Post-Pandemic Management

Gómez Chacón,

Nuñez Sánchez,

Gálvez Ruiz

2024

EJIHPE

View full text Add to dashboard Cite

The COVID-19 pandemic has profoundly affected the physical, mental, and social well-being of millions worldwide. It has also brought about abrupt disruptions to the entire university system, whose students form a crucial segment of society. The pandemic’s effects on student education and well-being have been particularly significant. One of the primary consequences has been a drastic reduction in physical activity levels among students, leading to mental and physical health problems. Despite the rapid growth in the literature exploring student experiences during the pandemic, there is a paucity of research on how this decline in physical activity has affected the five strengths of the healthy student: optimism, self-efficacy, resilience, engagement, and hope. Therefore, the aim of this investigation is to examine the relationship between physical activity levels and the five strengths of the healthy student at two different time points (pre-COVID-19 and COVID-19) through the International Physical Activity Questionnaire (IPAQ) and the Healthy Student Questionnaire. The study involved 897 participants, with 290 participating in the pre-COVID-19 phase and 607 participating in the COVID-19 phase. The results revealed significant differences in the five strengths between the two periods. Students who engaged in physical activity exhibited significantly higher optimism scores in the pre-COVID-19 phase. During the COVID-19 phase, physically active students demonstrated significantly higher scores in optimism, resilience, and self-efficacy. These findings provide clear guidance for university administrators seeking to enhance student well-being in a post-pandemic world and in the face of future disruptions. Universities should consider implementing physical exercise programs for their students to promote psychosocial well-being and provide training and resources to equip faculty members with new skills to better understand and support students’ perceptions.

show abstract

“…La literatura ha informado del uso del «flipped learning» en varias disciplinas, incluida la educación para medicina y otras ciencias de la salud (Betihavas et al, 2016;Chen et al, 2018;Hew & Lo, 2018;Koo et al, 2016;Meheta et al, 2013;Missildine et al, 2013;Sullivan, 2022;Tan et al, 2017;Ward et al, 2018), matemáticas (Algarni & Lortie-Forgues, 2023Coufal, 2014;Fornons & Palau, 2021;Lo & Hew, 2021;Lo et al, 2017), ingeniería (Awuor et al, 2022Karabulut-Ilgu et al, 2018;Lo, & Hew, 2019), inglés (Chen & Hwang, 2020), derecho (Ciudad-Gómez et al, 2019), empresa (Fang et al, 2021;Senali et al, 2022), economía mundial (Hernández-Nanclares & Pérez-Rodríguez, 2016;Pérez et al, 2019), física (Cuenca et al, 2021;Gosálbez-Carpena et al, 2022), deporte (Espada Mateos et al, 2020) o contabilidad (Bachiller & Badía, 2020;Duxbury et al, 2016;Ling et al, 2019).…”

Section: Revisión De La Literaturaunclassified

Flipped classroom in financial accounting: analysis of student perception

Ciudad Gómez

2024

JMBE

View full text Add to dashboard Cite

In Higher Education and in Financial Accounting, we have designed an educational innovation, within a comprehensive learning approach, through the use of the "flipped classroom" methodology, "blended learning", e-rubrics, collaborative learning and self-assessment / Peer evaluation, guiding us towards a formative and shared evaluation, being implemented in "Financial Accounting III" during the 2020-2021 and 2021-2022 academic years. The purpose of this work is, within a «Design-Based Research» strategy, to explore the perception and satisfaction of the student with the «flipped classroom» methodology and if it differs according to the student's gender, an experience in the classroom where they participated 67 students, with a non-probabilistic sample of 39 students who completed the questionnaire hosted on the Moodle platform, an instrument with a reliability level of α= .940 (Cronbach's Alpha). For the analysis and discussion of the results, measures of central position and dispersion have been used, together with the Mann Whitney U statistic, showing the results a positive perception of the students towards the adopted methodology, without significant differences depending on their gender, a finding that provides support to higher education financial accounting professors interested in using the flipped classroom.

show abstract

Exploring student engagement in fully flipped classroom pedagogy: Case of an Australian business undergraduate degree

Cited by 12 publications

References 46 publications

Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption

Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption

Effects of Physical Activity and COVID-19 on Healthy Student Strengths in the University System: Implications for Post-Pandemic Management

Flipped classroom in financial accounting: analysis of student perception

Contact Info

Product

Resources

About