Exploring the Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students' Learning

Autor/inn/en	Chyr, Wen-Li; Shen, Pei-Di; Chiang, Yi-Chun; Lin, Jau-Bi; Tsai, Chia-Wen
Titel	Exploring the Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students' Learning
Quelle	In: Educational Technology & Society, 20 (2017) 3, S.11-23 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Help Seeking; Homework; Video Technology; Technology Uses in Education; Educational Technology; Student Participation; Self Efficacy; Independent Study; Quasiexperimental Design; Intervention; Program Effectiveness; College Freshmen; Conventional Instruction; Blended Learning; Control Groups; Experimental Groups; Comparative Analysis; Pretests Posttests; Teaching Methods; Foreign Countries; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self-efficacy; Selbstwirksamkeit; Selbststudium; Studienanfänger; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse
Abstract	This study explored the effects of online academic help-seeking (OAHS) and flipped learning (FL) on students' development of involvement, self-efficacy, and self-directed learning. A quasi-experiment was conducted to investigate whether students' involvement, self-efficacy, and self-directed learning increases over time with intervention by OAHS, FL, and their combination. Three classes of first-year university students in a one-semester course were chosen for this empirical research. The 102 students were divided into three groups. The first group (G1, which received online OAHS and FL), and the second group (G2, which received online FL only), were the experimental groups. The last group (G3), which received the traditional teaching method in a blended course, served as the control group. The results indicate that G1 students' involvement, self-efficacy, and self-directed learning all improved under the condition of simultaneously applying OAHS and FL. In addition, this study also reveals that the application of FL alone could be helpful in G2 students' development of their involvement, self-efficacy, and self-directed learning. However, G3 students, who learned with traditional teaching method in a blended learning environment, did not have better development in their involvement, self-efficacy, and self-directed learning. Finally, the authors further discuss the implications for teachers, scholars, and schools engaged in online education. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01