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 Redesigning first year anatomy and physiology subjects for allied health students: Introducing active learning experiences for physiology in a first semester subject

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Pam Lee Megaw ◽  
Monika Andrea Zimanyi
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Learning Activities ◽  
First Year ◽  
Anatomy And Physiology ◽  
Allied Health Students ◽  
Active Learning Strategies

In this paper we describe the initial development of flipped classroom learning activities for the physiology component of a first year anatomy and physiology class for allied health students, and the subsequent transformation to focus on active learning strategies over a period of three years. The learning activities incorporated included the use of audience response systems for in-class quizzing, mini case studies, role plays, and simulations. Results of on-course assessment items, consisting of on-line quizzes, was compared in order to determine whether active learning approaches improved academic performance. We found that academic performance increased across the cohorts when first implemented as flipped classroom, and the increase was maintained in the subsequent years focussing on the active learning strategies alone. We conclude that the introduction of active learning experiences to this class enhanced engagement and academic performance across the student cohorts.

scholarly journals Motivation of 14 Year-old Students using Tablets, compared to those using Textbooks and Workbooks

2018 ◽  
Vol 12 (4) ◽  
pp. 86
Author(s):  
David Mendez ◽  
Miriam Mendez ◽  
Juana Anguita
Keyword(s):  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Three Dimensions ◽  
Science Class ◽  
School Year ◽  
Different Dimensions ◽  
At Home

Intrinsic motivation is important and it can be divided in different dimensions. The Self-Determination Theory is based on intrinsic motivation. The test based on this theory was given to 14-year old students from three different schools: one where students used tablets in the science class during the 2015-16 school year, and two schools where students used textbooks and workbooks for the same subject in the classroom and at home. The test measured three dimensions of intrinsic motivation: interest and satisfaction in connection with the tasks they perform, how they perceive their competence to use the necessary tools to study and the value of the tasks they perform. The results show that students using tablets are more motivated in the three dimensions measured by the test than those using the textbook.

scholarly journals Flipped Classroom to Improve University Student Centered Learning and Academic Performance

2019 ◽  
Vol 8 (11) ◽  
pp. 315 ◽  
Author(s):  
Mingorance Estrada ◽  
Granda Vera ◽  
Rojas Ruiz ◽  
Alemany Arrebola
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional System ◽  
Quasi Experimental ◽  
Analytical Research ◽  
Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

scholarly journals STUDENT REFLECTIONS IN COURSE-BASED UNDERGRADUATE RESEARCH EXPERIMENT IN A FIRST-YEAR CIRCUITS COURSE

2021 ◽  
Author(s):  
Yani Jazayeri
Keyword(s):  
Undergraduate Research ◽  
Self Determination Theory ◽  
Self Determination ◽  
First Year ◽  
Research Experience ◽  
University Of Calgary ◽  
Research Experiment ◽  
The University ◽  
Authentic Learning Experiences ◽  
Student Reflections

At the University of Calgary, we piloted a course-based undergraduate research experience in thefirst year circuits course. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the studentlearning and motivation throughout the experience. There were 10 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.

scholarly journals THE IMPACT OF THE CLASSROOM ENVIRONMENT ON THE TRANSITION FROM THE TRADITIONAL MODEL TO THE FLIPPED CLASSROOM IN A UNIT OPERATION COURSE

2019 ◽  
Author(s):  
Clémence Fauteux-Lefebvre
Keyword(s):  
Active Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Deep Understanding ◽  
Entire Group ◽  
Unit Operation ◽  
Efficient Design ◽  
Design Skills ◽  
The Impact

The learning objectives of the Unit Operation course are to learn, understand and apply the operational and design principles of various separation units. For each unit, students must learn the process principles, how to apply mass and energy balances and how to use solving procedures in various contexts to design units, based on given parameters and operating objectives. The main challenges for the students are to develop the general design skills and the necessary knowledge of the theory principles, with a deep understanding of the various concepts and procedures specific to each unit. The traditional format of the course leads students to solve problems mostly during their study time, while the help of the teacher is not direct. A flipped classroom approach would allow students to revise, explore and acquire significant part of the knowledge online or on their own rather than during the lectures and then to benefit from more efficient design problem-solving sessions. It, however, requires adaptation and engagement from both the students and the instructors for a successful learning experience. In this course, the transformation is gradually implemented with the use of active learning classrooms and the development of a blended learning format of the course, to obtain an entirely flipped classroom. The access to active learning classrooms is one of the tools that could impact the quality of the flipped classroom organization, but also change the student’s experience, and was the studied. Having the suitable space, tools and seating organization to easily work in team and share their work with the entire group efficiently could help them to be engaged and to develop these new skills. The assessment of the student’s experience during the unit operations course in the active learning classroom showed that it promotes collaboration and it was appreciated by the majority of students, with a clear preference for this classroom over a traditional one for the various learning activities. It could then help reducing some obstacles to engage students in cooperative learning.  

scholarly journals The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

PLoS ONE ◽  
2019 ◽  
Vol 14 (4) ◽  
pp. e0214623 ◽  
Author(s):  
Bárbara Oliván Blázquez ◽  
Barbara Masluk ◽  
Santiago Gascon ◽  
Ricardo Fueyo Díaz ◽  
Alejandra Aguilar-Latorre ◽  
...  
Keyword(s):  
Academic Performance ◽  
Social Work ◽  
Active Learning ◽  
Randomized Trial ◽  
Flipped Classroom ◽  
Learning Approach

scholarly journals School engagement as a mediator in students’ social relationships and academic performance: a survey based on CiteSpace

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yin Li ◽  
Leiju Qiu ◽  
Baowen Sun
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Social Relationships ◽  
School Engagement ◽  
Self Determination Theory ◽  
Self Determination ◽  
Research Trend ◽  
Content Type ◽  
The Impact ◽  
The Relationship

Purpose In studies related to education, sociology and economics, the relationship between students’ social relationships and their academic performance is one of the most important research topics; a large number of research studies have focused on it. This study aims to analyze the previous studies about social interaction and academic performance and attempts to reveal the underlying mechanism. Design/methodology/approach This study uses CiteSpace to analyze 1,843 articles on social relationships and academic performance from 2001 to 2019. According to the co-cited literature network results in CiteSpace, this study proposes an adapted conceptual framework of the relationship between social relationships and academic performance. This paper further examines more studies about the two most-cited articles in the co-cited literature network for better understanding. Findings From the results of the co-cited literature network, this study determines that school engagement is an important mediator between social relationships and academic performance. This paper further examines studies on school engagement and determine that, along with the self-determination theory, school engagement is influenced by multiple components of self-determination theory: autonomy, competence and relatedness. Originality/value According to the visual result in CiteSpace, this study examines a research trend in which researchers scholars start to conduct micro and detailed empirical research on the impact of the specific social networks on academic performance because of the progress of information technology. Therefore, based on the previous literature that we have analyzed, this study predicts that the trend of using information technology, such as data mining or data analysis, in this academic field will become a mainstream practice in the future.

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