Examining the effect of flipped instruction on students' learning approaches in a STEM learning context

Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/89706

Title:	Examining the effect of flipped instruction on students' learning approaches in a STEM learning context
Authors:	Ting, FST Shroff, RH Lam, WH Chin, DCW
Issue Date:	2020
Source:	Journal on excellence in college teaching, 2020, v. 31, no. 4, p. 41-68
Abstract:	This study aimed to better understand the effect that the flipped method of instruction has on students’ learning approaches using interactive math lecture videos in a second-year vector calculus course. Three hypotheses were tested to determine if students’ perceptions of their level of active engagement, the number of interactive lecture videos they watched, and the frequency of questions they attempted were significant predictors of a deep approach (DA) to learning. Using a 12-item, three-factor Active Engagement Student Perception Survey (AESPS) Instrument and a 20-item, two-factor version of the Study Process Questionnaire (R-SPQ-2F), a statistically significant correlation was found for all three hypotheses.
Publisher:	Miami University
Journal:	Journal on excellence in college teaching
ISSN:	1052-4800
EISSN:	1945-2993
Rights:	Posted with permission of the publisher.
Appears in Collections:	Journal/Magazine Article

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