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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]
Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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PubType: Academic Journal
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  Data: Individual flipped learning and cooperative flipped learning: their effects on students' performance, social, and computer anxiety.
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  Data: <searchLink fieldCode="AR" term="%22Eryilmaz%2C+Meltem%22">Eryilmaz, Meltem</searchLink><relatesTo>1</relatesTo><i> meltem.eryilmaz@atilim.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Cigdemoglu%2C+Ceyhan%22">Cigdemoglu, Ceyhan</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Interactive+Learning+Environments%22">Interactive Learning Environments</searchLink>. Jun2019, Vol. 27 Issue 4, p432-442. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+anxiety%22">Computer anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+anxiety%22">Social anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/10494820.2018.1522652
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      – Code: eng
        Text: English
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        PageCount: 11
        StartPage: 432
    Subjects:
      – SubjectFull: Flipped classrooms
        Type: general
      – SubjectFull: Computer anxiety
        Type: general
      – SubjectFull: Social development
        Type: general
      – SubjectFull: Social anxiety
        Type: general
      – SubjectFull: Task performance
        Type: general
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      – TitleFull: Individual flipped learning and cooperative flipped learning: their effects on students' performance, social, and computer anxiety.
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              Text: Jun2019
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              Y: 2019
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