A multilevel investigation of factors influencing university students' behavioral engagement in flipped classrooms

doi:10.1016/j.compedu.2021.104318

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Please use this identifier to cite or link to this item: https://ir.cnu.edu.tw/handle/310902800/34363

Title:	A multilevel investigation of factors influencing university students' behavioral engagement in flipped classrooms
Authors:	Lai, Hui-Min Hsieh, Pi-Jung Uden, Lorna Yang, Chang-Ho
Contributors:	Natl Taichung Univ Sci & Technol, Dept Business Adm Chia Nan Univ Pharm & Sci, Dept Hosp & Hlth Care Adm Staffordshire Univ, Sch Comp, Fac Comp & Digital Technol Natl Changhua Univ Educ, Dept Ind Educ & Technol
Keywords:	Improving classroom teaching Pedagogical issues Teaching learning strategies
Date:	2021
Issue Date:	2023-11-11 11:47:01 (UTC+8)
Publisher:	PERGAMON-ELSEVIER SCIENCE LTD
Abstract:	Students' behavioral engagement is critical for flipped classroom success. Research on flipped and non-flipped classrooms has provided mixed findings regarding students' behavioral engagement. Using the motivation-opportunity-ability perspective and self-determination theory, in this study, we aim to empirically test how student-level motivation (i.e., autonomous and controlled), student-level ability (i.e., perceived self-efficacy), and class-level opportunity (i.e., perceived teaching quality and perceived platform quality) influence students' behavioral engagement in flipped classrooms. Data were collected with a survey completed by 1002 students in 30 classes with flipped classrooms at public and private universities and tested using hierarchical linear modeling (HLM). The results revealed that autonomous motivation, controlled motivation, perceived self-efficacy, and perceived teaching quality were critical determinants of university students' behavioral engagement in flipped classrooms. When perceived self-efficacy was high, the positive relationship between autonomous motivation and behavioral engagement became stronger. Moreover, when perceived platform quality was high, the positive relationship between autonomous motivation and behavioral engagement became stronger. In addition, when perceived platform quality was low, the negative relationship between controlled motivation and behavioral engagement became stronger. Follow-up interviews with the students emphasized five contradictions in flipped classrooms that hindered behavioral engagement-there was tension between types of learning, the videos were boring, not all students actually participated in the discussions, students lacked sufficient time for in-class activities, and teachers did not have good interaction skills. Implications of flipped classrooms are also discussed.
Relation:	COMPUT EDUC, v.175, pp.104318
Appears in Collections:	[Dept. of Hospital and Health (including master's program)] Periodical Articles

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