Relationships among self-determination, collaboration preference, cognitive presence and perceived achievement in flipped learning environment

Lim, Kyu Yon; Jin, Myunghwa; Kim, Si Won; Jo, Il-Hyun

doi:10.15833/kafeiam.22.3.439

Cited by 5 publications

(4 citation statements)

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“…A number of studies have shown that self-assessment is a valid, reliable, and useful way to measure learning outcomes (Ross, 2006). In particular, students who have enough learning experiences as adult learners are known to report reliable results of their perceived achievement (Kang et al, 2012;Lim et al, 2016). (Biggs, 2003).…”

Section: P Model Of Teaching and Learningmentioning

confidence: 99%

“…Perceived achievement means the level of achievement that the learners themselves perceived having followed the course. Perceived achievement is an alternative measure of achievement that can be used at contextual limits where researchers cannot be given learners' actual achievements (Lim et al, 2016). Perceived achievement was measured using a validated instrument developed by Kang et al (2008), based on Shin (2003).…”

Section: Perceived Achievementmentioning

confidence: 99%

“…Perceived achievement was measured using a validated instrument developed by Kang et al (2008), based on Shin (2003). The instrument includes items measuring the diversity and depth of learning, and has been used to measure the performance of flipped learning (Lim et al, 2016). The instrument consisted of 5 items, such as "I have been able to learn a lot from the courses provided."…”

Section: Perceived Achievementmentioning

confidence: 99%

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Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom

Yoon¹,

Kim

Kang

2018

Active Learning in Higher Education

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Flipped learning is known to be an approach where learners take part in the learning process in a different way than in the non-flipped classroom and that in both they may deepen their knowledge and develop various competencies such as problem-solving and collaboration. Paying attention to the characteristics of flipped learning, the purpose of this study is to propose practical guidelines for the use of the flipped classroom by exploring the teaching and learning processes involved. Through a literature review, the 3 P model of teaching and learning was applied, and grit, professor support for fostering autonomy, learning engagement and perceived achievement were selected as variables for the process involved in learning via the flipped mode. In order to investigate the relationship between these variables, 121 students in a flipped classroom were surveyed. Data were analyzed by path analysis. The results showed that the support provided by the professor in terms of helping students to develop autonomy significantly predicted perceived achievement. Learning engagement mediated the relationship between grit and perceived achievement, and between the support given by the professor in terms of helping students to develop autonomy and perceived achievement. Based on the results, the specific strategies to enhance learners’ grit, their autonomy and learning engagement are discussed for the successful flipped classroom.

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Section: P Model Of Teaching and Learningmentioning

confidence: 99%

Section: Perceived Achievementmentioning

confidence: 99%

Section: Perceived Achievementmentioning

confidence: 99%

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Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom

Yoon¹,

Kim

Kang

2018

Active Learning in Higher Education

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“…Alanyazındaki çalışmalar, öz değerlendirmenin öğrenme çıktılarını ölçmek için yararlı, güvenilir ve geçerli bir araç olduğunu göstermiştir (Ross, 2006). Özellikle yeterli öğrenme deneyimine sahip yetişkin öğrenciler algılanan başarıyı güvenilir bir şekilde ifade edebilirler (Kang, Yoon, Lim ve Yoo, 2012;Lim, Jin ve Kim, 2016). Alanyazında yer alan algılanan başarı ile ilgili çalışmaların (Ross, 2006;Lim vd.…”

Section: öZyeterlik Inancı öLçeğiunclassified

Öğretmen Adaylarının İngilizce Özyeterlik İnançlarının Algılanan Başarıları Üzerindeki Etkisi: Dil Öğrenme Çabasının Aracı Rolü

Özer¹,

Başarır²

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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nan başarı arasında pozitif yönde anlamlı ilişkiler olduğunu ortaya koymuştur. Aracılık etkisi için yapılan analizde ise, İngilizce öz-yeterlik inancının algılan başarı üzerindeki etkisinde dil öğrenme çabasının kısmi aracı rolü istatistiksel açıdan anlamlı bulunmuştur. Araştırmanın sonuçları alanyazın ışığında tartışılarak, dil eğitimcilerine, dil öğretim (eğitim) programları geliştirenlere ve öz-yeterlik, öğrenme çabası ve başarı üzerinde çalışan araştırmacılara yönelik önerilerde bulunulmuştur.

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A Study on Self-directed Career Exploration and Decision-making Training Model through Career-reading Education based on Problem-based Learning

Lee¹

2020

JFMSE

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Relationships among self-determination, collaboration preference, cognitive presence and perceived achievement in flipped learning environment

Cited by 5 publications

References 0 publications

Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom

Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom

Öğretmen Adaylarının İngilizce Özyeterlik İnançlarının Algılanan Başarıları Üzerindeki Etkisi: Dil Öğrenme Çabasının Aracı Rolü

A Study on Self-directed Career Exploration and Decision-making Training Model through Career-reading Education based on Problem-based Learning

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