Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/89706
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dc.contributorDepartment of Applied Mathematicsen_US
dc.contributorDepartment of Land Surveying and Geo-Informaticsen_US
dc.creatorTing, FSTen_US
dc.creatorShroff, RHen_US
dc.creatorLam, WHen_US
dc.creatorChin, DCWen_US
dc.date.accessioned2021-05-05T04:56:54Z-
dc.date.available2021-05-05T04:56:54Z-
dc.identifier.issn1052-4800en_US
dc.identifier.urihttp://hdl.handle.net/10397/89706-
dc.language.isoenen_US
dc.publisherMiami Universityen_US
dc.rightsPosted with permission of the publisher.en_US
dc.titleExamining the effect of flipped instruction on students' learning approaches in a STEM learning contexten_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage41en_US
dc.identifier.epage68en_US
dc.identifier.volume31en_US
dc.identifier.issue4en_US
dcterms.abstractThis 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.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationJournal on excellence in college teaching, 2020, v. 31, no. 4, p. 41-68en_US
dcterms.isPartOfJournal on excellence in college teachingen_US
dcterms.issued2020-
dc.identifier.eissn1945-2993en_US
dc.description.validate202105 bcwhen_US
dc.description.oaVersion of Recorden_US
dc.identifier.FolderNumbera0874-n01-
dc.identifier.SubFormID2089-
dc.description.fundingSourceOthersen_US
dc.description.fundingTextUniversity Grants Committee of the Hong Kong Special Administrative Region and the Hong Kong Polytechnic University (PolyU), HSEARS20171128001-01en_US
dc.description.pubStatusPublisheden_US
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