期刊
COMPUTERS & EDUCATION
卷 142, 期 -, 页码 -出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2019.103653
关键词
Flipped classroom; Behavioral engagement; Learning management system; Improving classroom teaching; Partial least squares structural equation modelling (PLS-SEM)
资金
- Ministry of Science and Technology, Taiwan, R.O.C.
- MOST [107-2511-H-130-002]
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.
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