Flipping the Classroom:  Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course

Langdon, Jody L.; Sturges, Diana; Schlote, Robert

doi:10.14434/josotl.v18i4.22729

Cited by 5 publications

(5 citation statements)

References 31 publications

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“…In order to make the material available to the students, the instructors use different systems: printed documents, email, WhatsApp, Facebook, Youtube, Moodle, Google Classroom, Blackboard, ECHO360 software, and the Socrative platform. In relation to the research results, it can be seen in Table 5 that the majority of the studies found that IM had been developed following the FL pedagogical model and relied on the SDT, which supports the basic psychological needs required for the growth of autonomy, competence, and relatedness [10][11][12][13]21,22,[24][25][26]31,32,35,36]. In addition, some studies that have compared traditional FL and gamified FL have found better results with the later, since it encouraged students to participate in the learning process [23,37], while another study that did so perceived improvements only in IM and social relatedness [34].…”

Section: Zhao Et Al (2021) [37]mentioning

confidence: 74%

“…Langdon and Sturges (2018) [31] Analyze the impact of FL on undergraduate students' academic performance, motivation, basic need satisfaction, and course experience.…”

Section: Spain 210mentioning

confidence: 99%

“…The discussion in this article analyzes the causes of the development of IM. Research has highlighted five different aspects that have been taken into account, such as the redesign of the course content [10], as the teacher must be conscious of the need to reinforce preparation for in-class work [31]; instructor support [12], since it favors students relatedness (see Table 4); the interactive nature of the learning environment that allows flexibility in time and place, and interaction with a variety of learning sources such teachers and peers [11,12,21]; the importance of varied materials like watching video lectures or talks, reading text-based material, and taking online quizzes [25,32,[35][36][37]; and, finally, it is worth mentioning the importance of well-designed gamification used in conjunction with the FL model to encourage students to participate in the learning process and improve their learning perception [23,24,34,37].…”

Section: Mathematicsmentioning

confidence: 99%

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Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review

Alonso,

Vélez,

Martínez-Monteagudo

et al. 2023

Education Sciences

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Background: Flipped learning (FL) is being considered, in terms of new educational trends, a beneficial pedagogical model in the classroom. In particular, FL and intrinsic motivation (IM) are key components to the model since they can be crucial to a high-quality education. FL for the development of IM in higher education, as well as searches for potential interventions have, thus improved over the past ten years. However, no reviews that analyze the findings and conclusions reached have been published. Consequently, the objectives of this paper were to analyze the relationship between the use of FL and the IM of students in higher education, and to identify the aspects that should be present in FL models to develop the IM that contributes to high-quality education. Methods: in accordance with PRISMA guidelines, a systematic review of PubMed, Web of Science, Scopus, and ProQuest was carried out. Results: Of the 407 studies that were initially discovered, 17 underwent a full examination in which all findings and conclusions were analyzed. After implementation, the majority of the FL interventions improved IM results. Conclusion: many key aspects have been identified that must be followed in order to intrinsically motivate students using the FL methodology.

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Section: Zhao Et Al (2021) [37]mentioning

confidence: 74%

“…Langdon and Sturges (2018) [31] Analyze the impact of FL on undergraduate students' academic performance, motivation, basic need satisfaction, and course experience.…”

Section: Spain 210mentioning

confidence: 99%

Section: Mathematicsmentioning

confidence: 99%

See 1 more Smart Citation

Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review

Alonso,

Vélez,

Martínez-Monteagudo

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…A higher score in each subscale, after reversing some items, indicates a more favorable situation of the person in that subscale. Cronbach's alpha coefficients for this scale have been reported from 0.85 to 0.94 (Langdon, Sturges, & Schlote, 2018). In a study among university students, Tanhaye Reshvanloo, Saeidi Rezvani, Samadiye, & Kareshki (in press) examined the psychometric properties of BNS-RS.…”

Section: Methodsmentioning

confidence: 99%

Psychometric Properties of the Friendship Self-Regulation Questionnaire (SRQ-F) at the Emerging Adulthood

Reshvanloo

Kareshki

AminYazdi

2021

Iranian Journal of Educational Sociology

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Perpose: The purpose of this study was to investigate the psychometric properties of the Friendship Self-Regulation Questionnaire (SRQ-F) in students. Methodology: In a descriptive-correlation and validation study, 216 and 226 graduate students from Ferdowsi University of Mashhad selected through multi-stage sampling method. Data were collected using the Friendship Self-Regulation Questionnaire (Ryan & Connell, 1989), Basic Need Satisfaction in Relationships (LaGuardia, et all, 2002) and Subjective Vitality Scale-State level Version (Ryan & Frederick, 1997). Internal consistency, exploratory and confirmatory factor analysis and criterion validity were analyzed. Findings: The results showed that the scale had four-factor structure with the variance explained 67.20%. The confirmatory factor analysis was confirmed. The scale had good construction reliability. The criterion validity confirmed in relation to basic need satisfaction in relationships and subjective vitality in friendship (P≤0.01). Conclusion:The Friendship Self-Regulation Questionnaire (SRQ-F) had good internal consistency as well as exploratory and confirmatory validity in students. This questionnaire can be used as a valid instrument in future studies.

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“…This scale measures autonomy, competence, and relatedness with nine items that answered in a 7-point Likert scale (1 = not at all true for me to 7 = very true for me). The reported Cronbach's alpha (α) coefficients for this scale range from .85 to .94 (Langdon et al, 2018). In a study conducted among Iranian students, Tanhaye Reshvanloo et al (2023) examined the psychometric properties of this scale.…”

Section: Basic Need Satisfaction In Relationships Scale (Bns-rs; La G...mentioning

confidence: 99%

Determinants of Perceived Well-Being in Friendship Relationships during Emerging Adulthood: Testing a Structural Model Based on Self-Determination Theory<strong> </strong>

Tanhaye Reshvanloo,

Kareshki,

Amin Yazdi

2023

Preprint

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Background and Objective: Intimate relationships hold significant importance during emerging adulthood. This study aimed to investigate the critical determinants of perceived well-being in friendship relationships during emerging adulthood.Method: Using a quantitative approach, a sample of 726 undergraduate students from the Ferdowsi University of Mashhad were selected through convenience sampling. They completed the Interpersonal Behaviors Questionnaire (IBQ), the Compassionate and self-image goals scale (CSIGS), the Basic Need Satisfaction in Relationships Scale (BNS-RS), the Interpersonal Needs Questionnaire (INQ-10), Friendship Self-Regulation Questionnaire (SRQ-F), Interpersonal Behaviors Questionnaire-Self (IBQ-self), State Level Subjective Vitality Scale (SVS-SL), the Perceived Relationship Quality Component (PRQC), and the Basic Empathy Scale (BES). Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM).Results: The results indicated that the critical determinants in predicting perceived well-being in friendship relationships were, in order, goals in friendship relationships, friendship self-regulation, perceived support of basic psychological needs by friends, satisfied basic psychological needs, frustrated psychological needs, and supporting the basic psychological needs of friends.Conclusion: The findings demonstrate that self-determination theory (SDT) provides a coherent framework for explaining perceived well-being in friendships.

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Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course

Cited by 5 publications

References 31 publications

Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review

Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review

Psychometric Properties of the Friendship Self-Regulation Questionnaire (SRQ-F) at the Emerging Adulthood

Determinants of Perceived Well-Being in Friendship Relationships during Emerging Adulthood: Testing a Structural Model Based on Self-Determination Theory<strong> </strong>

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