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Individual flipped learning and cooperative flipped learning: their effects on students' performance, social, and computer anxiety.

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Title: Individual flipped learning and cooperative flipped learning: their effects on students' performance, social, and computer anxiety.
Authors: Eryilmaz, Meltem1 meltem.eryilmaz@atilim.edu.tr, Cigdemoglu, Ceyhan1
Source: Interactive Learning Environments. Jun2019, Vol. 27 Issue 4, p432-442. 11p.
Subjects: Flipped classrooms, Computer anxiety, Social development, Social anxiety, Task performance
Abstract: The purpose of this study is to differentiate the effect of cooperative learning strategy integrated with a flipped learning (FL) model from sole FL implementation in promoting students' performances while decreasing their social and computer anxiety in an undergraduate course. As a method, a classical experimental design is used. The participants were from the department of English Language and Literature, and Translation and Interpretation. Students were randomly assigned to individual FL (the control group) class; and FL with cooperative activities (experimental group) class. The groups were randomly assigned as experimental and control by tossing a coin. The implementation took 10 weeks. Students' performances (grades), social anxiety, and computer anxiety were dependent variables of the study and they were compared through multivariate analysis of variance. The results indicated that there is no significant mean difference between groups' performances; however; the group of FL with cooperative activities had less social anxiety, but no significant change occurred at their computer anxiety level. [ABSTRACT FROM AUTHOR]
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Database: Engineering Source
Description
Abstract:The purpose of this study is to differentiate the effect of cooperative learning strategy integrated with a flipped learning (FL) model from sole FL implementation in promoting students' performances while decreasing their social and computer anxiety in an undergraduate course. As a method, a classical experimental design is used. The participants were from the department of English Language and Literature, and Translation and Interpretation. Students were randomly assigned to individual FL (the control group) class; and FL with cooperative activities (experimental group) class. The groups were randomly assigned as experimental and control by tossing a coin. The implementation took 10 weeks. Students' performances (grades), social anxiety, and computer anxiety were dependent variables of the study and they were compared through multivariate analysis of variance. The results indicated that there is no significant mean difference between groups' performances; however; the group of FL with cooperative activities had less social anxiety, but no significant change occurred at their computer anxiety level. [ABSTRACT FROM AUTHOR]
ISSN:10494820
DOI:10.1080/10494820.2018.1522652