On the relationships between behaviors and achievement in technology-mediated flipped classrooms: A two-phase online behavioral PLS-SEM model

It is argued that flipped classrooms could create a learning environment that facilitates learners' self regulated learning (SRL) and improves learners' engagement and achievement. However, little research was conducted on how learners' behavioral engagement with in-class and out-of-class activities could relate to achievement in the flipped classroom model. The present study investigates learners' online behavioral engagement in nine flipped courses with a total of 431 undergraduates of a university in Taiwan. All the courses were conducted in a blended way, supported by the Moodle platform. The log data was analyzed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) method. Main findings include (1) no significant direct effect of in-class problem solving on achievement was found; (2) out-of-class problem solving had a direct positive effect on achievement; (3) in-class behavioral engagement had a direct positive effect on out-of-class behavioral engagement, (4) in-class behavioral engagement had a direct positive effect on engagement in self-reflection and self-assessment, (5) engagement in self-reflection and self-assessment had a direct positive effect on out-of-class behavioral engagement, and (6) the effect of in-class problem solving on achievement was mediated by the engagement in out-of-class problem solving. The results suggest that in-class problem solving may play a role of motivating follow-up out-of-class learning behavior, and out-of-class problem solving may play the role of consolidating what is learnt. Theoretical contributions and implications for practice, research and future research of this study are discussed.