The effects of self‐efficacy, self‐regulation and social presence on learning engagement in a large university class using flipped Learning.
Flipped learning recently gained attention as an effective instructional approach to enhance learning engagement, causing many universities to implement it. To enhance student engagement in large university classes, this study examined the effects of self‐efficacy, self‐regulation and social presenc...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 6; pp. 997 - 1011 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Flipped learning recently gained attention as an effective instructional approach to enhance learning engagement, causing many universities to implement it. To enhance student engagement in large university classes, this study examined the effects of self‐efficacy, self‐regulation and social presence on learning engagement in a large university class using a flipped learning approach. A total of 390 undergraduates who were enrolled in a large general education class using flipped learning at a university in Korea participated in this study. The learners completed an online survey measuring the variables of this study. The research findings indicated that self‐regulation affected social presence as well as learning engagement. Self‐efficacy affected social presence and indirectly affected learning engagement through social presence. Finally, social presence affected learning engagement. Social presence also mediated the relationship between self‐efficacy and learning engagement as well as between self‐regulation and learning engagement. This study confirmed the significant effects of self‐regulation and social presence on students' learning engagement in large university classes. Lay Description: What is already known about this topic: Self‐efficacy is an important influential factor in learning.Self‐regulation plays a major role in the success of flipped learning.The establishment of social presence is an important factor to enhance learning engagement. Learning engagement has a significant impact on learning achievement and attitudes.Many universities still offer large classes despite students' low learning engagement. What this paper adds: Self‐efficacy indirectly affected learning engagement through social presence in flipped learning.Self‐regulation influenced both social presence and learning engagement in flipped learning.Social presence directly and indirectly affected learning engagement in flipped learning.Social presence mediated the relationship between self‐efficacy and learning engagement as well as between self‐regulation and learning engagement in flipped learning. Implications for practice and/or policy: It is important to promote students' self‐regulation for enhancing learning engagement in large university classes with flipped learning.Students' self‐regulation skills should be checked as a prerequisite for enrolling in a large flipped class. |
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