TY - JOUR
T1 - Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses
AU - Chang, Ching-Yi
AU - Panjaburee, Patcharin
AU - Lin, Hui-Chen
AU - Lai, Chiu-Lin
AU - Hwang, Gwo-Haur
N1 - Funding Information:
This study is supported in part by the Ministry of Science and Technology of Taiwan under Contract Number MOST 109-2635-H-227-001, MOST 108-2511-H-224-006-MY3, MOST 110-2511-H-038 -008, and Taipei Medical University of Taiwan under Contract Number TMU109-AE1-B25.
Publisher Copyright:
© 2021, Association for Educational Communications and Technology.
PY - 2022
Y1 - 2022
N2 - Fostering students’ abilities to deal with practical problems is an important objective of professional training. To enable students to have more practicing time under the supervision of trainers in class, flipped learning has been adopted to shift the lecture time to the before-class stage, and hence more time is available for in-class practicing. Although flipped learning has been recognized by scholars as an effective teaching mode, researchers have also indicated the challenges of implementing it; in particular, many students have difficulty learning before the class on their own. In this research, a self-regulated flipped learning approach was proposed to cope with this problem by guiding students to set their learning goals, and supporting them in monitoring their learning status in five stages, namely, goal setting, flipped learning (including pre-class video-based instruction and in-class discussion), task sharing, self-evaluation, and self-regulation feedback. In addition, an experiment was conducted in a professional training program to examine the effectiveness of the proposed approach. From the experimental results, it was found that the approach significantly improved the students’ learning achievement, self-efficacy, self-regulation, and critical thinking, which could be a good reference for future research related to flipped professional training.
AB - Fostering students’ abilities to deal with practical problems is an important objective of professional training. To enable students to have more practicing time under the supervision of trainers in class, flipped learning has been adopted to shift the lecture time to the before-class stage, and hence more time is available for in-class practicing. Although flipped learning has been recognized by scholars as an effective teaching mode, researchers have also indicated the challenges of implementing it; in particular, many students have difficulty learning before the class on their own. In this research, a self-regulated flipped learning approach was proposed to cope with this problem by guiding students to set their learning goals, and supporting them in monitoring their learning status in five stages, namely, goal setting, flipped learning (including pre-class video-based instruction and in-class discussion), task sharing, self-evaluation, and self-regulation feedback. In addition, an experiment was conducted in a professional training program to examine the effectiveness of the proposed approach. From the experimental results, it was found that the approach significantly improved the students’ learning achievement, self-efficacy, self-regulation, and critical thinking, which could be a good reference for future research related to flipped professional training.
KW - Critical thinking
KW - Flipped classroom
KW - Self-efficacy
KW - Self-regulated learning
KW - Self-regulation
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U2 - 10.1007/s11423-021-10071-y
DO - 10.1007/s11423-021-10071-y
M3 - Article
SN - 1042-1629
JO - Educational Technology Research and Development
JF - Educational Technology Research and Development
ER -