The Impact of Flipped Classroom Model and Learner Self-Regulation on Perceived Experience, Sense of Community and E-Learning Projects Performance | ||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||
| Article 16, Volume 34, 165جزء1, September and October 2015, Pages 751-862 | ||
| Document Type: بحوث فی مجال المناهج وطرق التدریس | ||
| DOI: 10.21608/jsrep.2015.55360 | ||
| Author | ||
| Mohammed A. Farag | ||
| Associate Professor of Instructional Technology Ain Shams University, Cairo-Egypt | ||
| Abstract | ||
| Abstract: The flipped or inverted classroom model is one in which the time and place for traditional lecture and homework are reversed. Traditional lecture is replaced by online videos assigned as homework. This frees up time in class to be spent with more student centered activities such as discussion based concept questions and group problem solving. While growing in popularity, research on the effectiveness of this format is mixed and inconsistent. The present study was designed to investigate the impact of the flipped classroom model on learner experience with the classroom environment, perceived sense of community and e-learning projects performance. Learner self-regulation was also investigated as a moderate variable. 97 male students, between the ages of 18-21, from the Faculty of Education Albaha University, participated in the study assigned to either a flipped classroom environment (N=51) or a traditional classroom environment (N=46). Before assignments to the conditions, learners were asked to respond to a 55-item self-regulation questionnaire. Furthermore, after the experiment, students received three measurements to assess their experience with the environments (40-item questionnaire type scale), sense of community (43-items scale) and e-learning projects performance (3 e-learning performance rubrics). Data were analyzed using Multivariate Analysis of Variance (MANOVA). The analysis revealed several significant differences: 1) there was a main effect of the classroom environment on student experience with the environment, perceived sense of community and e-learning projects performance, with the flipped classroom group showing more positive experience and a highsense of community as well as better e-learning projects performance; 2) learner self-regulation was found to have a moderating effect with respect to experience in the learning environment, sense of community and e-learning projects performance. The results of the study were discussed in terms of their implications for designing better and effective classroom learning environment that promote student engagements and learning. | ||
| Keywords | ||
| flipped classroom; Self-regulation; sense of community; learner perception; E-learning; class activities | ||
| References | ||
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