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Tytuł pozycji:

Face-to-Face, Blended, Flipped, or Online Learning Environment? Impact on Learning Performance and Student Cognitions

Tytuł:
Face-to-Face, Blended, Flipped, or Online Learning Environment? Impact on Learning Performance and Student Cognitions
Autorzy:
Thai, Ngoc Thuy Thi (ORCID 0000-0001-5606-3930)
De Wever, Bram
Valcke, Martin
Temat:
Blended Learning
Teaching Methods
Comparative Analysis
Self Efficacy
Foreign Countries
Conventional Instruction
Electronic Learning
Computer Assisted Instruction
Lecture Method
Group Discussion
Physiology
Animals
Learning Motivation
Undergraduate Students
Student Attitudes
Universities
Positive Attitudes
Science Instruction
Science Achievement
Outcomes of Education
Język:
English
Źródło:
Journal of Computer Assisted Learning. Jun 2020 36(3):397-411.
Dostępność:
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: ; Web site: http://www.wiley.com/WileyCDA
Recenzowane naukowo:
Y
Page Count:
15
Data publikacji:
2020
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
DOI:
10.1111/jcal.12423
ISSN:
0266-4909
Abstractor:
As Provided
Data wpisu:
2020
Numer akcesji:
EJ1253791
Czasopismo naukowe
This study compares four learning environments: face-to-face learning (F2F), fully e-learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self-efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third-year undergraduate students (n = 106), enrolled in the "Animal and Human Physiology" course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self-efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self-efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self-efficacy are often cancelled out by negative perceptions.

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