Structural Relationships among Self-Regulation, Transactional Distance, and Learning Engagement in a Large University Class Using Flipped Learning

Autor/inn/en	Doo, Min Young; Bonk, Curtis J.; Shin, Chang Ho; Woo, Beo-Dle
Titel	Structural Relationships among Self-Regulation, Transactional Distance, and Learning Engagement in a Large University Class Using Flipped Learning
Quelle	In: Asia Pacific Journal of Education, 41 (2021) 3, S.609-625 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1832020
Schlagwörter	Self Control; Learner Engagement; Large Group Instruction; Flipped Classroom; Undergraduate Students; Foreign Countries; Peer Relationship; Factor Analysis; South Korea + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Flipped classrooms; Flip teaching; Inverted teaching; Ausland; Peer-Beziehungen; Faktorenanalyse; Korea; Republik
Abstract	Flipped learning has received growing attention as an important instructional approach leading to students' learning performance and higher order thinking abilities. This study applied flipped learning to a large university class to improve its major weakness, students' low engagement, and investigated the effects of self-regulation and transactional distance on learning engagement. The participants of this study were 390 undergraduate students who were enrolled in a general education course "Philosophy of Consideration" at a large university in South Korea. Analyses of an online survey completed in the Fall semester of 2018 indicate that self-regulation affected learning engagement and transactional interaction. Transactional interaction also affected learning engagement. In addition, transactional distance was found to mediate the relationship between self-regulation and learning engagement. That is, self-regulation affected learning engagement both directly and indirectly. However, students' past flipped learning experience did not moderate the relationships among self-regulation, transactional interaction, and learning engagement. The research findings of this study confirmed the importance of self-regulation and transactional distance for improving learning engagement in a large university class. Finally, this study directly addresses prevailing concerns about how to effectively teach a large university class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01