The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort

Abstract

Previous research has found that the flipped classroom (i.e., learning prior to the lecture, and using the lecture time for consolidating knowledge) increases students' deep learning, and has an association with improved grades. However, not all students benefit equally from flipping the classroom, and there may be important individual differences that influence preference for different teaching styles. In the present study, undergraduate Psychology students (n ¼ 200) answered questions about exam preparedness, learning goals, preference for the traditional or flipped classroom, and the Big Five of personality. We found that preference for the flipped classroom had a significant, positive association with agreeableness and the mastery goal. Preference for the traditional lecture was predicted by beliefs about exam preparedness. The results are discussed with a reference to the Big Five paradigm in the context of learning and teaching.

Role of personality traits in collaborative group works at flipped classrooms

“…However, within FC approach, the question of how personality traits may affect students’ interaction with a learning environment, their preferences, willing to collaborative work and learning experiences is examined. Lyons, Limniou, Schermbrucker, Hands, and Downes ( 2017 ) researched how personality affects students’ preferences, decision-making processes, intention to learn and readiness to education at FC compared to traditional courses. The related study identified the Big Five Personality Traits (in word Openness, Conscientiousness, Agreeableness, Extraversion and Neuroticism) as individual differences affecting the preference of different learning and teaching approaches.…”

“…The related study identified the Big Five Personality Traits (in word Openness, Conscientiousness, Agreeableness, Extraversion and Neuroticism) as individual differences affecting the preference of different learning and teaching approaches. Lyons et al ( 2017 ) emphasized that interaction preference at FC has a relation with high Agreeableness and low Neuroticism, and meaningful learning will be achieved as these personality traits encourage participation in collaborative works. Furthermore, the reflective learning stills which include transfer of learned information to problem statuses are in relation to Conscientiousness and Openness to experience (Komarraju et al, 2011 ; Meyer et al, 2019 ).…”

“…For this reason, the relationship between different individualized teaching styles and students’ academic performance should be examined in order to increase the accessibility and sustainability of higher education for many students (Abe, 2020 ). Moreover, in the study conducted by Lyons et al ( 2017 ), the result was reached that all students cannot equally benefit from the learning means provided at FC, and among the factors affecting students’ benefiting statuses from FC and their learning preferences, personality traits come first.…”

“…In the previous studies, it was indicated that in teaching environments personality traits will affect many factors like student perceptions and their mood states (Calvo, 2009 ; Keller & Karau, 2013 ; Reis et al, 2018 ; Stewart et al, 2004), interaction level (Sun & Hsu, 2013 ) and academic success (Chamorro-Premuzic et al, 2006 ; Marks et al, 2005 ; Thompson & Zamboanga, 2004 ). When the literature was examined, even there are studies on the relation of students’ academic performance with personality traits, it was observed that the number of the studies (Lyons et al, 2017 ; Vasileva-Stojanovska et al, 2015 ) in which personality traits at FC were examined needs to be increased, and the nomological network on this subject needs to be expanded. As a matter of fact, although there are many findings in the literature regarding the relationships between personality traits and academic performance, current studies are needed for the consistency and generalizability of this relationship.…”

Flipped classroom y Educación para el emprendimiento durante la pandemia por COVID-19

“…El Flipped Classroom contribuye a promover competencias afines al emprendimiento, por cuanto el estudiante requiere trazar un plan de trabajo para lograr las metas establecidas en la planificación curricular; además es, a partir de orientaciones o asesoramientos por parte del docente, quien desarrolla una serie de actividades demostrativas del aprendizaje alcanzado, el cual se caracteriza por ser duradero en el tiempo (Mero-Chávez, et al, 2019 En este contexto, el cooperativo y colaborativo se potencia en la medida que el flipped classroom, se asocia con rasgos de la personalidad como la amabilidad, afabilidad, caracterizadas por el disfrute del estudiante al participar en la clase (Lyons, et al, 2017), planteándose además que los estudiantes con rasgos de personalidad conflictiva, presentan inconvenientes para integrarse activamente en los subprocesos desarrollados a través del flipped classroom o aula invertida.…”