Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model

Zainuddin, Zamzami; Perera, Corinne Jacqueline

doi:10.1080/0309877x.2017.1356916

Cited by 116 publications

(117 citation statements)

References 25 publications

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“…Students with external motivation are more likely to expect a reward for what they do, and they are inherently non-autonomous personalities. Figure 1 depicts the conceptual framework designed in this study adapted from the study of Zainuddin and Perera (2019). The design of this conceptual framework is based on three principles of Self-Determination Theory, namely; competence, autonomy, and relatedness.…”

Section: Students' Learning Motivationmentioning

confidence: 99%

The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

Ishak¹,

Kurniawan²,

Zainuddin³

2020

JPR

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This study aims to develop and understand what motivates university students to use asynchronous preclass online video lectures (AOVL) for flipped classroom instruction. The study was conducted using a mixed-method research approach. A post-questionnaire survey and a focus group interview were employed in collecting qualitative data. A total of 31 respondents answered questionnaires and 10 respondents were interviewed in a focus group discussion. The quantitative result of the descriptive analysis indicates that students had positive perceptions in terms of intrinsic motivation and self-efficacy. Besides, Pearson r correlation analysis shows a strong correlation between the whole constructs (i.e., between perceived autonomy and competence = 0.618, autonomy and relatedness = 0.939, and competence and relatedness = 0.747). Consistently, the interview discussion also reveals that the use of AOVL had successfully promoted students' learning motivation both in and outside of the classroom. Data were analyzed using thematic analysis and three key themes were identified, namely; (a) students' mastery of content materials outside of the classroom (b) students' interaction with peers and instructor, and (c) students' learning autonomy. Conclusions from this study confirmed that the use of AOVL in the flip-class setting had successfully promoted students' intrinsic needs based on self-determination theory (SDT) perspectives, namely: perceived competence, relatedness, and autonomy.

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Section: Students' Learning Motivationmentioning

confidence: 99%

The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

Ishak¹,

Kurniawan²,

Zainuddin³

2020

JPR

Self Cite

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“…The idea behind flippedclassroom teaching is that the core material is presented outside the lecture theatre for the students to assimilate on their own: the lecture session is then used to explore and strengthen understanding through questions and challenges, often performed in groups (Advance HE, 2017). This has been found to augment peer interaction and improve student motivation (Zainuddin and Perera, 2019). Flipped-classroom methods have been used in physiology teaching elsewhere (Street et al, 2015;Entezari and Javdan, 2016;Rae and O'Malley, 2017), but never in our largecohort, introductory physiology course.…”

Section: John Barrowmentioning

confidence: 99%

Human Metabolism: A Regulatory Perspective

Murray¹

2019

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“…So trägt die strukturelle Förderung der sozialen Eingebundenheit und der Selbststeuerung im Flipped Classroom dazu bei, was nach der Selbstbestimmungstheorie zum erfolgreichen Lernen gehört -die Vorbereitung und das Üben sowohl in eigener Regie wie in kooperativ-gegenseitiger Unterstützung (Clark et al 2006;Deci & Ryan 2002). Zainuddin & Perera (2017)…”

Section: Schulische Lernleistungunclassified

Flipped Classroom im Physikunterricht

Finkenberg¹

2018

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Flipped Classroom inverts traditional teaching methods by delivering direct instruction in online learning videos. The students watch the videos at home so that class time is freed up for student centered and collaborative activities that allow a deeper exploration of the content. By outsourcing lectures, the role of the teacher shifts from instructing to coaching the students.The quasi-experimental pre/post-study with control group examined the effects of flipped classroom applied to basic physics courses at two German secondary schools with N = 151 students in a three-months-treatment. Eight 11 th grade physics courses took part in the study that was conducted in the school years 2015/16 and 2016/17. Four of five teachers involved in the study taught both control and treatment courses. All videos were produced by the teachers and incorporated real experiments to ensure an authentic physics education experience. The research questions focused on the performance in a content knowledge test as well as noncognitive attitudes such as motivation, interest and self-concept. In addition, perceived teacher support and homework habits were also evaluated. FORSCHUNGSFRAGEN UND HYPOTHESEN 29 4 INHALTE UND LERNMATERIALIEN 344.

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Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model

Cited by 116 publications

References 25 publications

The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

Human Metabolism: A Regulatory Perspective

Flipped Classroom im Physikunterricht

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