An Experiential Learning Perspective on Students' Satisfaction Model in a Flipped Classroom Context

Autor/inn/en	Zhai, Xuesong; Gu, Jibao; Liu, Hefu; Liang, Jyh-Chong; Tsai, Chin-Chung
Titel	An Experiential Learning Perspective on Students' Satisfaction Model in a Flipped Classroom Context
Quelle	In: Educational Technology & Society, 20 (2017) 1, S.198-210 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Blended Learning; Technology Uses in Education; Educational Technology; Homework; Video Technology; Teaching Methods; Student Satisfaction; Undergraduate Students; Questionnaires; English (Second Language); Second Language Instruction; Prior Learning; Predictor Variables; Surveys; Structural Equation Models; Educational Environment; Value Judgment; Foreign Countries; Experiential Learning; Student Needs; Hypothesis Testing; China + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Vorkenntnisse; Prädiktor; Survey; Umfrage; Befragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Werturteil; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Hypothesenprüfung; Hypothesentest
Abstract	Recent years have witnessed an increasing interest in the flipped classroom model, and many flipped programs have been funded and implemented to explore the effectiveness of this new model. However, previous studies centering on comparative assessment have indicated that it is not always entirely successful in terms of promoting students' performance and/or satisfaction, which warrants further research on the contributing factors and driving mechanism accounting for students' perceptions of flipped settings. In order to fill this gap, in this study, a students' satisfaction model for the flipped classroom was constructed based on the experiential learning theory. A total of 178 undergraduate students in Mainland China participated in 32-week College English flipped classes, from whom 146 valid questionnaires were obtained. The proposed research model was evaluated through longitudinal surveys followed by the structural equation modeling technique. The results indicated that, compared with the designs of Personalized Learning Climate, learners' Prior Learning Experience is a far more significant antecedent for predicting their satisfaction. Furthermore, Perceived Quality (with five first-order dimensions) and Perceived Value are two vital mediators to student satisfaction. The implications of this study are also discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01