Engagement of Hispanic/Latinx ESL Students in Higher Education Flipped Classrooms: A Qualitative Descriptive Study

Autor/in	Lotto, Jennifer Renee
Titel	Engagement of Hispanic/Latinx ESL Students in Higher Education Flipped Classrooms: A Qualitative Descriptive Study
Quelle	(2022), (411 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-3855-8
Schlagwörter	Hochschulschrift; Dissertation; Hispanic American Students; Flipped Classroom; Second Language Learning; English (Second Language); Learning Problems; Student Attitudes; Barriers; Learner Engagement; Community Colleges; Two Year College Students; Socialization; Peer Relationship; Time Management; Cooperative Learning; Immigrants; Goal Orientation; Self Motivation; Teaching Methods; Creativity; Educational Experience; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Flipped classrooms; Flip teaching; Inverted teaching; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Lernproblem; Schülerverhalten; Community college; Community College; Socialisation; Sozialisation; Peer-Beziehungen; Zeitmanagement; Kooperatives Lernen; Immigrant; Immigrantin; Immigranten; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Bildungserfahrung; Kalifornien
Abstract	The purpose of this qualitative descriptive study was to examine how Hispanic/Latinx ESL students describe their engagement and overcome learning challenges in higher education flipped classrooms. After completing a questionnaire, 12 participants from a community college and university in southern California described their experiences in a semi-structured interview, derived from engagement theory and ARCS model of motivation. Results from thematic analysis revealed 996 codes divided into 47 categories that were further refined to eight themes. To answer RQ1: How do Hispanic/Latinx ESL students describe their engagement in higher education flipped classrooms, four themes emerged: engagement derived through socialization with peers, engagement derived through pride in individual accomplishments, engagement derived through positive feelings related to the structure of the flipped classroom, and engagement was affected by life challenges. To answer RQ2: How do Hispanic/Latinx ESL students overcome learning challenges in higher education flipped classrooms, four themes emerged: challenges associated with flipped classroom learning, creative management of time through prioritizing and planning, using self-motivation to stay goal-focused, and relying on support systems in and out of the classroom. It is advised that instructors in higher education use a partial flipped classroom model for this population of students to provide the benefits of a collaborative learning environment while still retaining the academic structure that is culturally embedded. Future research should examine ESL students who are more recent immigrants to determine which elements of flipped classroom learning a most critical to student engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01