The effects of self-efficacy,self-regulationand social presence on learning engagement in a large university class using flipped Learning
The effects of self-efficacy,self-regulationand social presence on learning engagement in a large university class using flipped Learning
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DOI：
10.1111/jcal.12455
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发表时间：
2020-06-19
影响因子：
5
通讯作者：
Bonk, Curtis J.
中科院分区：
文献类型：
--
作者：
Doo, Min Young;Bonk, Curtis J.
翻转学习作为一种有效的提高学习参与度的教学方法，近年来受到了广泛的关注，并引起了许多大学的重视。为了提高大学生在大班学习中的参与度，本研究采用翻转学习的方法，考察了自我效能感、自我调节和社交存在对大班学生学习投入的影响。韩国一所大学的390名本科生参加了使用翻转学习的通识教育大班，他们参与了这项研究。学习者完成了一项在线调查，测量了这项研究的变量。研究结果表明，自我调节影响社交存在和学习投入。自我效能感影响社交在场，并通过社交在场间接影响学习投入。最后，社交存在对学习投入有影响。社会存在对自我效能感和学习投入之间以及自我调节和学习投入之间的关系也起到了中介作用。本研究证实了自我调节和社会临场感对大学生大班学习投入的显著影响。
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.