Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms

Cho, Moon‐Heum; Park, Seung Won; Lee, Sang-eun

doi:10.1080/03075079.2019.1643303

Cited by 38 publications

(33 citation statements)

References 44 publications

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“…In this respect, encouraging active roles among students and coauthors can lead to significant benefits. Regarding teaching, the flipped classroom represents a pedagogical approach that promotes students' active engagement in their learning activities (Cho et al, 2021). Specifically, facilitating a flipped class approach may enable junior researchers to leverage their perceived performance in teaching through more advanced and motivated discussions (Alsaleh, 2019;Lai & Hwang, 2016).…”

Section: Contextual Factors Of the Teaching-research Relationshipmentioning

confidence: 99%

“…Regarding teaching, the role of the students is becoming increasingly more active. This article measured this aspect through Flipped class facilitation (Cho et al, 2021). This variable consists of three items, including 'I facilitate interaction among students' and 'I motivate students to think critically'.…”

Section: Independent Variablesmentioning

confidence: 99%

“…Recent research claims that contextual factors may affect the performance of academics in different ways (Cho et al, 2021;Dorenkamp & Ruhle, 2019;Esdar et al, 2016;Nielsen et al, 2017). First, individual autonomy and control over own activities may reduce the strain of coping with too many duties in too little time (Esdar et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Specifically, course leaders, supervisors, and colleagues may share different resources and support in teaching and research. Finally, students and coauthors can be a source of valuable knowledge (Al-Kurdi et al, 2018;Cho et al, 2021). Among popular pedagogical approaches, the flipped classroom promotes the students' active role in learning activities (Cho et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Finally, students and coauthors can be a source of valuable knowledge (Al-Kurdi et al, 2018;Cho et al, 2021). Among popular pedagogical approaches, the flipped classroom promotes the students' active role in learning activities (Cho et al, 2021). Encouraging students and coauthors to actively share knowledge may enhance junior academics' perception of the teaching-research relationship.…”

Section: Introductionmentioning

confidence: 99%

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To teach or not to teach? Junior academics and the teaching-research relationship

Cenamor

2021

Higher Education Research & Development

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The global pressure for excellence has boosted the relevance of the teaching-research relationship. Specifically, the management of teaching and research activities represents an important challenge because of time and resource limitations, especially for junior researchers. The traditionally polarized streams in the literature provide arguments to defend three types of relationship between teaching and research: conflicting, complementary, or unrelated. Given the complexity of the phenomenon, an integrative approach may be useful for identifying interdependencies. In this respect, this article provides a holistic approach that includes different teaching and research drivers and distinguishes between direct and indirect relationships. The analysis of data from junior academics in Sweden shows that teaching workload may be negatively linked to perceived success in research, but it can be slightly counteracted via perceived success in teaching. Moreover, the findings also indicate that individual control and a collaborative approach both are positively related to perceived success in research, while only some sources of social support are significant.

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Section: Contextual Factors Of the Teaching-research Relationshipmentioning

confidence: 99%

Section: Independent Variablesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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To teach or not to teach? Junior academics and the teaching-research relationship

Cenamor

2021

Higher Education Research & Development

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Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students

et al. 2023

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Important factors in learning science include motivational variables (relevance of science learning for personal goals, self‐efficacy for learning science, and interest in a scientific career), emotional variables (boredom and enjoyment in science classes), and engagement variables (vigor, dedication, and absorption towards science studies). Data from 3034 Chilean and Spanish compulsory secondary education students was used to study the relationships between these variables, by means of a self‐report questionnaire analyzed using structural equation modeling (SEM). The model, tested for goodness of fit, showed that motivational variables predict emotions in science classes and explained 43% of boredom variance and 67% of enjoyment variance. Motivational and emotional variables explained the 73% variance in engagement toward science studies. Also seen is the essential role played by emotions that mediate between motivational variables in science learning and engagement towards science studies. When promoting engagement towards science studies, these results can be used to increase relevance of science learning to personal goals, self‐efficacy for learning science, and interest in a scientific career, besides reducing boredom, increasing enjoyment in science classes, and enhancing engagement towards science studies.

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Supporting Blended Learners in the New Normal

Douglas,

Chapman

2023

Adapting to Online and Blended Learning in Higher Education

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Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms

Cited by 38 publications

References 44 publications

To teach or not to teach? Junior academics and the teaching-research relationship

To teach or not to teach? Junior academics and the teaching-research relationship

Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students

Supporting Blended Learners in the New Normal

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