Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course
- 주제(키워드) flipped learning , design fidelity , self-regulated learning , satisfaction , continuance intention
- 주제(기타) Education & Educational Research
- 설명문(일반) [Kim, Nam Hui] Korea Res Inst Vocat Educ & Training, Daejeon, South Korea; [So, Hyo-Jeong; Joo, Young Ju] Ewha Womans Univ, Seoul, South Korea
- 등재 SSCI, SCOPUS
- OA유형 gold
- 발행기관 AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE
- 발행년도 2021
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000183711
- 본문언어 영어
- Published As http://dx.doi.org/10.14742/ajet.6046
초록/요약
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-PTM 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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