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

Abstract

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.

Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education

“…Consequently, Pearson's correlation test allowed the verification of proportional relationships between constructs, especially those between AUT and MOT. Based on this link, it is interesting to indicate the existing relationship that other previous studies made about these two variables, referring especially to the increase of autonomy that promotes work through technology, and how this promotes a motivational improvement in the student body [47,48]. In this case, the relationship could be similar, allowing us to establish a reflection of the student of today, his or her relationship with the digital world and how the teacher can take advantage of this characteristic to promote an improvement in their autonomy in learning and, therefore, in their motivation.…”

“…Based on this starting point, the findings of the descriptive analysis allowed us to verify that the results of the post-test phase were superior to the pre-tests in the three research constructs. Therefore, we continue on a path of results that allow us to solidify the argument in favour of improving student abilities after the application of active methodologies in the classroom [ 36 , 40 , 47 , 48 , 74 ]. The game-based approach put the students in a scenario of missions, challenges and adventures to be achieved, in such a way that their levels of motivation to achieve the proposed goals were increased.…”

“… Positive increase of academic results [ 43 , 44 , 45 , 46 ]. Giving responsibility to the student, who is aware of his/her own learning process, and increases his/her capacity for autonomous learning [ 47 , 48 ]. …”

“…-Positive increase of academic results [43][44][45][46]. -Giving responsibility to the student, who is aware of his/her own learning process, and increases his/her capacity for autonomous learning [47,48]. Table 1 below summarizes the pedagogical principles behind the two methodologies described, as compared to traditional teaching.…”

Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs

“…Another simplification that was used in this research is the use of only one learner-centered success measure, namely IF. Future research should use additional subjective success measures such as learner satisfaction [21] and perceived achievement [20,24,31].…”