scholarly journals Obstacles and Improvement Strategies in Implementing Flipped Classroom in Colleges: From the Perspective of Self-Determination Theory

2021 ◽  
Vol 11 (10) ◽  
pp. 513-521
Author(s):  
Xiaoping Mai ◽  
Lihong Liu
Keyword(s):  
Flipped Classroom ◽  
Self Determination Theory ◽  
Self Determination ◽  
Improvement Strategies

scholarly journals Meaningful gamification and students’ motivation: A strategy for scaffolding reading material

2018 ◽  
Vol 22 (2) ◽  
Author(s):  
Lynette Tan
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Self Determination Theory ◽  
Self Determination ◽  
Educational Setting ◽  
Reading Material ◽  
Language Communication ◽  
National University ◽  
Background Material ◽  
The Impact

Gamification is an innovative pedagogical strategy where digital games are used in an educational setting and as an aid to learning. Recent publications on gamification in the classroom investigate the concept of “meaningful gamification” where, in line with Ryan and Deci’s self-determination theory, competency, autonomy and relatedness are prioritized (Ryan and Deci, 2000, p. 68). The paradigm of meaningful gamification works well as a catalyst in motivating students to read background material and grasp key concepts that facilitate a flipped classroom, and this study measures the impact of this intervention by meaningful gaming on students’ motivation at a higher education level. The context for this study is the module ‘Women in Film’, which is part of the Ideas and Exposition Programme at the Centre for English Language Communication, National University of Singapore.

scholarly journals The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course

2018 ◽  
Vol 15 (5) ◽  
pp. 75-95
Author(s):  
Roshni Narendran ◽  
◽  
Shamika Almeida ◽  
Rebecca Coombes ◽  
Geraldine Hardie ◽  
...  
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Self Determination Theory ◽  
Self Determination ◽  
First Year ◽  
Ethnographic Research ◽  
Research Approach ◽  
At Home

This study examines the influence of adopting a student-centered active learning approach based on selfdetermination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature demonstrates how active learningapproaches can help to improve student motivation. However, there are no empirical studies to assess the influence of active learningclassroom activities on student academic performance during their first year of tertiary studies. The aim of our study is to contribute to knowledge by integrating self-determination theory, and ‘at-home ethnographic’ research approach to reflect on how active learning-classroom strategies can help tertiary business students become independent learners and improve their academic performance. The active learning-classroom approach included a scaffolded assessment structure; timely and ongoing tutor feedback on assessment criteria and learning outcomes of the scaffolded assessments; and social/peerbased learning activities within and outside of the classroom to support student performance. The authors draw on an ‘at-home ethnographic’ research approach, which allowed the teaching team to use their observations during the 13 weeks of teaching, and team reflections, to describe not only what they witnessed, but also their experiences of how students interacted, and what they did within the classroom environment. The study shows that students became autonomous and positively benefited from the scaffolded assessment structure while evolving to become competent, independent learners due to the continuous feedback they received on their assessments, and to the active peer learning within and outside of the classroom. Moreover, the group assessments provided a platform to engage with academic literature, which, in turn, helped students to challenge their understanding of the concepts by engaging in critical analysis with their peers. The findings can help future tertiary learning designers to develop first year assessments that will support students to become independent learners and reduce the level of attrition during the first year of tertiary education

scholarly journals Omvendt undervisning versus tradisjonell undervisning i naturfag på ungdomsskolen: en studie av elevers motivasjon, forberedelser og læringsutbytte

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Pål Kvello ◽  
Stine Slaatsveen Barstad ◽  
Bernt Rønning ◽  
Elin Tronsaune Moen ◽  
Ove Østerlie
Keyword(s):  
Secondary School ◽  
Empirical Data ◽  
Flipped Classroom ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Learning Outcome ◽  
Self Determination ◽  
Strong Impact ◽  
Traditional Teaching ◽  
Lower Secondary School

Som svar på en rekke forespørsler om empiriske data på effekten av omvendt undervisning, har vi utført en mindre studie som sammenligner elevers motivasjon, forberedelser og læringsutbytte mellom omvendt undervisning og tradisjonell under-visning. For å gjøre dette gjennomførte vi en økt med henholdsvis omvendt undervis-ning og tradisjonell undervisning i to klasser på ungdomsskolen og målte indikatorer for elevenes læringsutbytte og forberedelse til undervisningen. I tillegg intervjuet vi elever fra begge klassene og tolket våre data med bruk av selvbestemmelsesteorien for motivasjon. Resultatene indikerer at en økt med omvendt undervisning i ungdomsskolen kan fremme autonom motivasjon bedre enn tradisjonell undervisning. Imidlertid bidrar ikke metoden nødvendigvis til at flere elever forbereder seg eller oppnår høyere læringsutbytte, skjønt den kan påvirke elever forskjellig. Videre er det indikasjoner på at forberedelser har vesentlig betydning for læringsutbyttet i både omvendt og tradisjonell undervisning. Denne studien bidrar med empiri til en mangelfull litteratur vedrørende effekten av omvendt undervisning i forhold til tradisjonell undervisning. Nøkkelord: omvendt undervisning, motivasjon, læringsutbytte, ungdomsskolen, selvbestemmelsesteorien   Flipped classroom versus traditional teaching of science in lower secondary school: a study of pupils’ motivation, preparation and learning outcome AbstractIn response to numerous requests for empirical data on the effect of flipped classroom, we performed a minor study comparing pupils’ motivation, preparation and learning outcome between flipped classroom and traditional teaching. To do this, we conducted a session with flipped classroom and traditional teaching, respectively, in two lower secondary school classes and measured indicators of learning outcome and preparation for class. In addition, we interviewed pupils from both classes and interpreted the data using the self-determination theory of motivation. The results indicate that a session with flipped classroom in upper secondary school can promote development of autonomous motivation better than traditional teaching. However, it does not necessarily result in more pupils preparing for class or a higher learning outcome than traditional teaching, albeit it can affect pupils differently. Furthermore, the study indicates that preparation for class has a strong impact on the learning outcomes in both flipped classroom and traditional teaching. This study compensates for the paucity of empirical data in the literature pertaining to the effect of flipped classroom as compared to traditional teaching. Keywords: flipped classroom, motivation, learning outcome, lower secondary school, self-determination theory

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

Modeling Self-Determination Theory Motivation Data by Using Unfolding IRT

2020 ◽  
pp. 1-9
Author(s):  
Philipp A. Freund ◽  
Annette Lohbeck
Keyword(s):  
Ideal Point ◽  
Self Determination Theory ◽  
Self Determination ◽  
Dominance Model ◽  
Irt Model ◽  
Autonomous Behavior ◽  
Location Parameters ◽  
Unfolding Models ◽  
Using Data ◽  
Item Location

Abstract. Self-determination theory (SDT) suggests that the degree of autonomous behavior regulation is a characteristic of distinct motivation types which thus can be ordered on the so-called Autonomy-Control Continuum (ACC). The present study employs an item response theory (IRT) model under the ideal point response/unfolding paradigm in order to model the response process to SDT motivation items in theoretical accordance with the ACC. Using data from two independent student samples (measuring SDT motivation for the academic subjects of Mathematics and German as a native language), it was found that an unfolding model exhibited a relatively better fit compared to a dominance model. The item location parameters under the unfolding paradigm showed clusters of items representing the different regulation types on the ACC to be (almost perfectly) empirically separable, as suggested by SDT. Besides theoretical implications, perspectives for the application of ideal point response/unfolding models in the development of measures for non-cognitive constructs are addressed.

Challenge Demands, Hindrance Demands, and Psychological Need Satisfaction

2015 ◽  
Vol 14 (2) ◽  
pp. 70-79 ◽  
Author(s):  
Simon L. Albrecht
Keyword(s):  
Work Engagement ◽  
Job Demands ◽  
Self Determination Theory ◽  
Structural Equations ◽  
Need Satisfaction ◽  
Self Determination ◽  
Job Resources ◽  
Mediating Effects ◽  
Psychological Need ◽  
Practical Implications

The job demands-resources (JD-R) model provides a well-validated account of how job resources and job demands influence work engagement, burnout, and their constituent dimensions. The present study aimed to extend previous research by including challenge demands not widely examined in the context of the JD-R. Furthermore, and extending self-determination theory, the research also aimed to investigate the potential mediating effects that employees’ need satisfaction as regards their need for autonomy, need for belongingness, need for competence, and need for achievement, as components of a higher order needs construct, may have on the relationships between job demands and engagement. Structural equations modeling across two independent samples generally supported the proposed relationships. Further research opportunities, practical implications, and study limitations are discussed.

Control in Flexible Working Arrangements

2015 ◽  
Vol 14 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Cornelia Gerdenitsch ◽  
Bettina Kubicek ◽  
Christian Korunka
Keyword(s):  
Self Determination Theory ◽  
Digital Natives ◽  
Self Determination ◽  
Structured Interviews ◽  
Similar Extent ◽  
Decision Latitude ◽  
Media Technologies ◽  
Exploratory Approach ◽  
Flexible Working ◽  
Temporal And Spatial

Supported by media technologies, today’s employees can increasingly decide when and where to work. The present study examines positive and negative aspects of this temporal and spatial flexibility, and the perceptions of control in these situations based on propositions of self-determination theory. Using an exploratory approach we conducted semi-structured interviews with 45 working digital natives. Participants described positive and negative situations separately for temporal and spatial flexibility, and rated the extent to which they felt autonomous and externally controlled. Situations appraised positively were best described by decision latitude, while negatively evaluated ones were best described by work–nonwork conflict. Positive situations were perceived as autonomous rather than externally controlled; negative situations were rated as autonomously and externally controlled to a similar extent.

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