Literaturnachweis - Detailanzeige
| Autor/inn/en | Fang, Jim; Vong, John; Fang, Jeff |
|---|---|
| Titel | Exploring Student Engagement in Fully Flipped Classroom Pedagogy: Case of an Australian Business Undergraduate Degree |
| Quelle | In: Journal of Education for Business, 97 (2022) 2, S.76-85 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Fang, Jim) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0883-2323 |
| DOI | 10.1080/08832323.2021.1890539 |
| Schlagwörter | Learner Engagement; Flipped Classroom; Foreign Countries; Business Administration Education; College Freshmen; Self Efficacy; Psychological Patterns; Well Being; Sense of Community; Student Attitudes; Cooperative Learning; Learning Activities; Australia |
| Abstract | This paper aims to provide clear and appropriate evidence of factors that trigger student engagement of flipped classroom (FC) learning in higher education (HE), based on an example of a fully flipped business undergraduate degree program in Australia. Qualitative data from the Student Evaluation of Teaching and Units (SETU) of 142 first-year business students over seven consecutive trimesters (2017-2019) were gathered and analyzed using thematic analysis. The findings provide a nuanced understanding on triggers of student engagement in relation to self-efficacy, emotion, well-being and belonging. The findings may guide educators in full adoption of FC in other undergraduate courses. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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