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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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File | Description | Size | Format | |
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2089_JECTv31n4.pdf | 468.87 kB | Adobe PDF | View/Open |
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