Relationships among Self-Regulation, Teaching Presence, Perceived Interaction, and Learning Outcomes in a Flipped Learning Environment: Mediating Effects of Perceived Interaction

김시원,; Lim, Kyu Yon

doi:10.17927/tkjems.2016.28.4.743

Cited by 1 publication

(1 citation statement)

References 26 publications

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“…Among the few existing studies, Kim and Lim (2016) found that the perceived level of self-regulated learning significantly predicted student satisfaction with flipped learning. Abeysekera and Dawson (2015) made several propositions about the flipped classroom from self-determination theory and cognitive load theory.…”

Section: Satisfaction and Continuance Intentionmentioning

confidence: 99%

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Kim

Joo

2021

AJET

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For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-P™ model (flexible environment, learning culture, intentional content, and professional educator). This study empirically examines the effect of both learner-related factor (self-regulated learning) and design-related factor (design fidelity) on learning outcomes (satisfaction, continuance intention) in a university flipped course. We hypothesised that flipped learning design fidelity and self-regulated learning affect student satisfaction and intention to continue participating in a flipped learning course. The participants were 134 Korean students of a university course taught in a flipped learning mode. The results revealed that the level of flipped learning design fidelity had a significant effect on satisfaction, but did not affect continuance intention. In addition, the level of self-regulated learning had a significant effect on satisfaction and continuance intention. Drawn from the key findings, we suggest implications for the design of flipped learning courses in a university context.

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Section: Satisfaction and Continuance Intentionmentioning

confidence: 99%