Effects of flipped teaching on entrepreneurship professional student' learning motivation, self-directed learning, and learning outcome.
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| Title: | Effects of flipped teaching on entrepreneurship professional student' learning motivation, self-directed learning, and learning outcome. |
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| Authors: | Hsin-Ming Hsieh1, Maritz, Alex1 a.maritz@latrobe.edu.au |
| Source: | Contemporary Educational Technology. Oct2023, Vol. 15 Issue 4, p1-19. 19p. |
| Subject Terms: | *Autodidacticism, *Self-managed learning (Personnel management), *Self-regulated learning, *Intrinsic motivation, *Extrinsic motivation |
| Geographic Terms: | Taiwan |
| Abstract: | Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students' final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications 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: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 173428857 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of flipped teaching on entrepreneurship professional student' learning motivation, self-directed learning, and learning outcome. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hsin-Ming+Hsieh%22">Hsin-Ming Hsieh</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Maritz%2C+Alex%22">Maritz, Alex</searchLink><relatesTo>1</relatesTo><i> a.maritz@latrobe.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. Oct2023, Vol. 15 Issue 4, p1-19. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-managed+learning+%28Personnel+management%29%22">Self-managed learning (Personnel management)</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Intrinsic+motivation%22">Intrinsic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Extrinsic+motivation%22">Extrinsic motivation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students' final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173428857 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30935/cedtech/13649 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Autodidacticism Type: general – SubjectFull: Self-managed learning (Personnel management) Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Intrinsic motivation Type: general – SubjectFull: Extrinsic motivation Type: general – SubjectFull: Taiwan Type: general Titles: – TitleFull: Effects of flipped teaching on entrepreneurship professional student' learning motivation, self-directed learning, and learning outcome. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hsin-Ming Hsieh – PersonEntity: Name: NameFull: Maritz, Alex IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1309517X Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: Contemporary Educational Technology Type: main |
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