Video-based flipped learning in higher education: Effects on students' learning motivation, attitudes, and engagement

Authors

DOI:

https://doi.org/10.22515/jemin.v1i2.4292

Keywords:

flipped learning, learning attitude, learning motivation, learning engagement

Abstract

In the recent years, flipped learning has become popular and been widely utilized as teaching approach to activate students’ learning engagement, which is frequently used to reverse the conventional teaching. However, much more efforts are necessary to enrich the literature about its practices across different teaching and learning contexts. This study is at the cutting edge of examining the practice of flipped learning in higher education contexts; as well as exploring its effects on students’ learning motivation, attitudes, and engagement. Data were collected using a questionnaire from 35 undergraduate students enrolled in “Introduction of Educational Technology†course at a college of education, and the data were tested using 24-version IBM-SPSS linear regression. The results demonstrated that flipped learning strategy is a positive predictor for students’ learning motivation (p-value 0.001 < 0.05), attitudes (p-value 0.007 < 0.05), and engagement (p-value 0.003 < 0.05). The results contribute to offering valuable insights for college stakeholders to enhance the efficacy of teaching and learning process, particularly for higher education curriculum designers to adapt to the current teaching approach. Instructional implication and research suggestions are provided based on the results of the study.

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Published

2021-12-30

How to Cite

Haghegh, M., & Nugroho, A. (2021). Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement. Journal of Educational Management and Instruction (JEMIN), 1(2), 92–101. https://doi.org/10.22515/jemin.v1i2.4292

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Vol. 1 No. 2: December 2021

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