The Effect of Flipped Classroom on Self-efficacy and Satisfaction of Computer Auditing

Chou, Ling-Yi

doi:10.1007/978-3-319-61542-4_86

Cited by 6 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, the learning process will continue and appear repeatedly, which will form a virtuous circle [40,41]. Chou [42] verified the relationship between flipped classroom teaching and self-efficacy through experimental research. Self-efficacy has an impact on flipped classrooms with the help of learning satisfaction, which is conducive to enhance students' confidence and improve learning effects.…”

Section: Learning Satisfactionmentioning

confidence: 99%

Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

Huang

2021

Education Sciences

View full text Add to dashboard Cite

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.

show abstract

Section: Learning Satisfactionmentioning

confidence: 99%

Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

Huang

2021

Education Sciences

View full text Add to dashboard Cite

show abstract

“…It is seen that there is a significant difference in favour of the experimental group between the 'TPM course self-efficacy' post-test scores of the experimental and control group students participating in the study. Researches in the literature also support these findings (Chou, 2017;Lai & Hwang, 2016). Accordingly, it can be said that the FC model positively affects students' self-efficacy beliefs towards the course.…”

Section: Discussionmentioning

confidence: 66%

Ters-yüz Edilmiş Sınıf Modelinin Öğretmenlik Meslek Bilgisi Dersinde Kullanılması: Tutum ve Öz-yeterlik İnançları Üzerindeki Etkileri

Debbağ¹,

Yıldız²

2020

BUEFAD

View full text Add to dashboard Cite

The purpose of this study was to investigate the effects of the Flipped Classroom Model on preservice teachers' attitudes and self-efficacy beliefs about Teaching Principles and Methods course. It was also aimed to consider the opinions of preservice teachers about the model. A quasi-experimental research model with pre-test and post-test control groups was used in the study. The study sample consisted of 78 preservice teachers at a state university in the Western Black Sea Region in Turkey. The Teaching Principles and Methods course was carried out in a 14-week implementation process. The Flipped Classroom model was applied in the experimental group while the traditional teaching methods were applied in the control group. According to the results, it was determined that the model positively affected the preservice teachers' attitudes and self-efficacy beliefs about Teaching Principles and Methods course. Besides having positive opinions about the model, the preservice teachers also pointed out the educational advantages of the model. The negative opinions about the model and the problems encountered during the implementation process were mostly related to the technical matters.

show abstract

“…In addition, previous studies have investigated the impact of flipped classrooms on students’ cognitive performance, such as satisfaction, motivation, and self-efficacy ( Abeysekera and Dawson, 2015 ; Yilmaz, 2017 ; Chou, 2018 ; Lag and Sæle, 2019 ; Murillo-Zamorano et al, 2019 ; Zheng et al, 2020 ; Debba and Yldz, 2021 ). However, there were usually fewer studies on courses aimed at training students’ skills and strategies ( Elmaadaway, 2018 ; Xu et al, 2019 ; Lin et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom

Tang

Liu

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

Students’ learning engagement is recognized as one of the main components of effective instruction and a necessary prerequisite for learning, but students’ learning engagement in flipped classroom poses some pedagogical challenges. This study aimed to promote students’ learning engagement via the flipped classroom approach. Design-based research (DBR) was adopted in this study to conduct an experiment involving three iterations in a Modern Educational Technology (MET) course in a Chinese university. The participants included 36 third-year pre-service teacher undergraduates. Classroom observations and a learning engagement questionnaire were used to measure the effectiveness of the flipped instruction in terms of students’ learning engagement. Data analysis applied descriptive statistics, ANOVA, and paired samples t tests. The results showed that after three rounds of iterative experiments, students’ learning engagement (behavioral, cognitive, and emotional) significantly improved. Several principles are provided as guidelines for instructors to implement flipped classroom approach to promote students’ learning engagement.

show abstract

The Effect of Flipped Classroom on Self-efficacy and Satisfaction of Computer Auditing

Cited by 6 publications

References 4 publications

Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

Ters-yüz Edilmiş Sınıf Modelinin Öğretmenlik Meslek Bilgisi Dersinde Kullanılması: Tutum ve Öz-yeterlik İnançları Üzerindeki Etkileri

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom

Contact Info

Product

Resources

About