An Integrated Model for Exploring College Students' Engagement and Competence Development in Flipped Learning Using Partial Least Squares Path Modeling

Autor/inn/en	Wu, Shu-Jing; Han, Jiao; Sun, Fu-Rong; Wan, Rong-Gen; Zhao, Yu-Quan
Titel	An Integrated Model for Exploring College Students' Engagement and Competence Development in Flipped Learning Using Partial Least Squares Path Modeling
Quelle	In: Interactive Learning Environments, 31 (2023) 4, S.2351-2370 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Shu-Jing) ORCID (Sun, Fu-Rong) ORCID (Wan, Rong-Gen) ORCID (Zhao, Yu-Quan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1881799
Schlagwörter	College Students; Learner Engagement; Competence; Flipped Classroom; Foreign Countries; Learning Strategies; Electronic Learning; Self Management; Structural Equation Models; Active Learning; Student Projects; Help Seeking; Teamwork; Student Attitudes; MOOCs; China + Suchen Sie Ihr Suchwort? Collegestudent; Kompetenz; Flipped classrooms; Flip teaching; Inverted teaching; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Aktives Lernen; Schulprojekt; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schülerverhalten
Abstract	While flipped learning has attempted to explain the benefits of technology applied to educational settings, this study aims to validate research questions and test the theory of the learning strategies in flipped learning. A self-designed questionnaire, consisting of 17 critical indicators of online self-regulation, project-based learning and 5-competence development, was administered to collect data from 87 college students in China. The partial least squares structural equation modeling (PLS-SEM) was used to analyze the relative factors. The results indicated that an integrated model, combining online self-regulation and project-based learning, provided a marginally better explanatory power; project-based learning had a better prediction of 5-competence development than online self-regulation. An integrated model is proposed to detect the latent relationships among the data with structural equation modeling (SEM). The SEM provides a clear picture of the relations among the variables, and shows that online "Help seeking" in MOOC lecture videos and engagement in "Teamwork" in class are the key indicators of student engagement in flipped learning. This study adopted an innovative approach which emphasizes the diagnosis of students' engagement, and proposes an integrated model combining online self-regulation and project-based learning constructs for a theoretical framework to predict learning performance in flipped learning. (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