Implementing flipped learning approach based on 'first principles of instruction' in mathematics courses.
This study investigates the effect of E‐learning (EL), blended learning (BL) and flipped learning (FL) approaches on the mathematics achievement, self‐regulation and mathematics self‐efficacy. Participants consist of 163 first‐year students attending an associate degree program (a 2‐year program) of...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 5; pp. 763 - 780 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Oct2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145753821&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145753821 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2020 vid: 36 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 145753821 145753821 145753821 10.1111/jcal.12448 145753821 ppf: 763 ppct: 17 formats: tig: atl: Implementing flipped learning approach based on 'first principles of instruction' in mathematics courses. aug: au: Yorganci, Serpil affil: Erzurum Vocational College, Ataturk University, Erzurum, Turkey sug: subj: Online Education Evaluation Mathematics Education Learning Methods Evaluation Program Implementation Self Regulation Self-Efficacy Human Female Male Young Adult Quasi-Experimental Studies Pretest-Posttest Design Students, Undergraduate Questionnaires Conceptual Framework Psychological Tests Scales Data Analysis Software Descriptive Statistics One-Way Analysis of Variance Analysis of Covariance Analysis of Variance Dependent Variable Female Male ab: This study investigates the effect of E‐learning (EL), blended learning (BL) and flipped learning (FL) approaches on the mathematics achievement, self‐regulation and mathematics self‐efficacy. Participants consist of 163 first‐year students attending an associate degree program (a 2‐year program) of a state university. The EL, BL and FL settings in the research were designed based on Merrill's 'First Principles of Instruction Design Theory'. In the research in which a quasi‐experimental pre‐test–post‐test research design was used, the data were obtained by means of mathematics achievement test, self‐regulation and self‐efficacy questionnaires. The experimental results showed that the mathematics achievement post‐test scores of FL students were significantly higher than those of the students of EL and BL. No significant difference was found between BL and EL settings. In addition, FL students showed significantly higher self‐regulation and mathematics self‐efficacy than the other groups' students. According to these results, it can be said that the usage of FL approach in mathematics courses has a positive effect on the learning process of students. It is expected that the findings will be helpful in the future design and implementation of mathematics courses at vocational colleges. Lay Description: What is already known about this topic?: The flipped learning approach has the potential to develop mathematics teachingThe ability of student's own learning regulation becomes one of the key concepts of flipped learning setting.Little is known about the design and implementation of flipped learning settings in mathematics courses. What this paper adds: This study investigates the effect of E‐Learning (EL), Blended Learning (BL) and Flipped Learning (FL) approaches on the mathematics achievement, self‐regulation and mathematics self‐efficacy.The EL, BL and FL settings in the research were designed based on Merrill's 'First Principles of Instruction Design Theory'.The usage of FL approach, developed in line with Merrill's First Principles of Instruction design theory, improves the mathematics achievement, self‐regulation and mathematics self‐efficacy levels of students. Implications for practice and/or policy: This research provided evidences for effects of Merrill's "First Principles of Instruction Design Theory" on online learners.The FL approach, developed in line with Merrill's First Principles of Instruction design theory, may serve as a reference for improving students' learning performance.It is expected that the findings will be helpful in the future design and implementation of mathematics courses at vocational colleges. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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