The Impact of Field-Flipped Courses on College Students’ Self-Regulated Learning and Learning Performance Take a National University in Central Taiwan as an Example
Yu-Ling Chen*,, Shihmin Lo**, and Jen-Son Cheng***
*Ph.D. Program in Strategy and Development of Emerging Industries, National Chi Nan University (NCNU)
No.1 University Road, Puli Township, Nantou 545301, Taiwan
**Department of International Business Studies, National Chi Nan University (NCNU)
No.1 University Road, Puli Township, Nantou 545301, Taiwan
***Department of Tourism, Leisure and Hospitality Management, National Chi Nan University (NCNU)
No.1 University Road, Puli Township, Nantou 545301, Taiwan
Objectives: In the past, an inherent dilemma in the education field was the difficulty in stimulating self-regulated learning. Flipped education, i.e., flipped teaching and learning, changed the teaching model, with a strategy of increasing students’ active learning during class time through a transformation of teaching and learning methods that enable students to build learning and knowledge on their own. This study investigates the impact of field-based flipped courses on college students taking up self-regulated learning and their learning performance. Methods: This study considers a national university in central Taiwan that adopts 34 field flipped teaching courses and 796 non-degree students from four colleges across all grades as the research objects, and conducts statistical analysis using descriptive statistics, t-test, ANOVA, Pearson’s correlation, and regression analysis on questionnaires to evaluate the association among variables. Findings: 1. With respect to the understanding of the uniqueness of field-based flipped teaching before and after the courses, there were differences among students in the Colleges of Education, Humanities, and Management. 2. In terms of students’ learning performance in the course pertaining to mastery over core literacy, there were differences between students of the Colleges of Education and Humanities at the beginning of the flipped-learning course. 3. There were differences among the students of Colleges of Education, Humanities, and Science and Technology in the later stage of the flipped-learning course. 4. Differences were found in the pre-test of learning performance at the grade level. 5. Self-regulated learning correlated with learning performance. 6. Field-based flipped teaching correlated with learning performance. 7. Self-regulated learning had a mediating effect on field-based flipped teaching and learning performance. Innovations: There is a little systematic discussion on the emergence and impact of flipped teaching in higher education currently in Taiwan. The authors found correlations among flipped teaching, self-regulated learning, and learning performance from the data, as well as discovered that self-regulated learning had a mediating effect on learning performance in field-based flipped teaching. Value: Making the university, when the curriculum arrangement and the development of the unique curriculum map of higher education in the future, possible to be linked with the local revitalization thinking in addition to the general curriculum, as well as being closely integrated with the local people and matters through field-flipped courses, and sustainably interacting therewith to practice university social responsibility.
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