Predictive Power of Grit, Professor Support for Autonomy and Learning Engagement on Perceived Achievement within the Context of a Flipped Classroom

Autor/inn/en	Yoon, Seonghye; Kim, Seyoung; Kang, Minjeng
Titel	Predictive Power of Grit, Professor Support for Autonomy and Learning Engagement on Perceived Achievement within the Context of a Flipped Classroom
Quelle	In: Active Learning in Higher Education, 21 (2020) 3, S.233-247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787418762463
Schlagwörter	Blended Learning; Personal Autonomy; Learner Engagement; Academic Achievement; Academic Persistence; Predictor Variables; Teacher Student Relationship; Engineering Education; Undergraduate Students; College Faculty; Foreign Countries; Video Technology; Self Evaluation (Individuals); Instructional Effectiveness; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Schulleistung; Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Ingenieurausbildung; Fakultät; Ausland; Unterrichtserfolg
Abstract	Flipped learning is known to be an approach where learners take part in the learning process in a different way than in the non-flipped classroom and that in both they may deepen their knowledge and develop various competencies such as problem-solving and collaboration. Paying attention to the characteristics of flipped learning, the purpose of this study is to propose practical guidelines for the use of the flipped classroom by exploring the teaching and learning processes involved. Through a literature review, the 3 P model of teaching and learning was applied, and grit, professor support for fostering autonomy, learning engagement and perceived achievement were selected as variables for the process involved in learning via the flipped mode. In order to investigate the relationship between these variables, 121 students in a flipped classroom were surveyed. Data were analyzed by path analysis. The results showed that the support provided by the professor in terms of helping students to develop autonomy significantly predicted perceived achievement. Learning engagement mediated the relationship between grit and perceived achievement, and between the support given by the professor in terms of helping students to develop autonomy and perceived achievement. Based on the results, the specific strategies to enhance learners' grit, their autonomy and learning engagement are discussed for the successful flipped classroom. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01