JACIII Vol.27 No.2 pp. 281-291
doi: 10.20965/jaciii.2023.p0281

Research Paper:

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*,† ORCID Icon, 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

Corresponding author

**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

August 1, 2022
December 20, 2022
March 20, 2023
field-based courses, self-regulated learning, learning performance, social participation, university social responsibility

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.

Field-flipped courses on self-regulated learning and performance

Field-flipped courses on self-regulated learning and performance

Cite this article as:
Y. Chen, S. Lo, and J. Cheng, “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,” J. Adv. Comput. Intell. Intell. Inform., Vol.27 No.2, pp. 281-291, 2023.
Data files:
  1. [1] Ministry of Education, “Transformation and Breakthrough: White Paper on Talent Cultivation by the Ministry of Education,” 2014.
  2. [2] C.-H. Huang, “The Process and Reflection of Teaching and Learning at University: The Course of Special Early Childhood Education as a Case Study,” Hungkuang Academic Review, Vol.78, pp. 119-146, 2016.
  3. [3] W. Chao and T. M. S. Chan, “Interdisciplinary Systemic Collaboration in Student Counseling: Challenges, Contexts, and Possible Solutions,” Research in Applied Psychology, Vol.67, pp. 119-180, 2017.
  4. [4] L.-I. Hsu and Y.-H. Hsu, “Integration of Scaffolding Theory and Flipped Teaching Approaches into a Project-Based Course,” J. of Teaching Practice and Pedagogical Innovation, Vol.3, No.1, pp. 129-163, 2020.
  5. [5] G. R. Pike et al., “If and when money matters: The relationships among educational expenditures, student engagement and students’ learning outcomes,” Research in Higher Education, Vol.52, pp. 81-106, 2011.
  6. [6] M. D. Estes et al., “A review of flipped classroom research, practice, and technologies,” Int. Higher Education Teaching & Learning Association Review, Vol.4, Article No.7, 2014.
  7. [7] J. Bergmann and A. Sams, “Flipped Learning: Gateway to Student Engagement,” Int. Society for Technology in Education, 2015.
  8. [8] C.-P. Tsou, “From flipped classroom to flipped learning,” T&D Fashion, Vol.207, pp. 1-22, 2015.
  9. [9] J. Moraros et al., “Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting,” BMC Medical Education, Vol.15, No.1, 2015.
  10. [10] Q. Zhong et al., “Educational Theories and Thoughts in Multidimensional-Perspectives,” Education Science Press, 2004 (in Chinese).
  11. [11] H. W. Marsh, “Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals?,” J. of Educational Psychology, Vol.84, No.4, pp. 553-562, 1992.
  12. [12] C.-I. Wu, “Instructional Innovation’s Development, Implementation and Continuity: Multiple Case Studies on Junior High School Mathematics Teachers in Taipei City,” Master’s thesis, Tamkang University, 2007.
  13. [13] C. Christensen et al., “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns,” 2nd Edition, McGraw Hill, 2017.
  14. [14] J. O’Flaherty and C. Phillips, “The use of flipped classrooms in higher education: A scoping review,” The Internet and Higher Education, Vol.25, pp. 85-95, 2015.
  15. [15] J. Piaget, “The child’s conception of time,” Translated by A. J. Pomerans, Routledge and Kegan Paul, 1969.
  16. [16] D. B. Roger and R. L. Reid, “Role differentiation and seating arrangements: A further study,” British J. of Social Psychology, Vol.21, No.1, pp. 23-29, 1982.
  17. [17] A. Bandura, “Social foundations of thought and action,” Prentice Hall, 1986.
  18. [18] H. Holec, “Autonomy and foreign language learning,” ERIC, 1979.
  19. [19] B. J. Zimmerman, “A social cognitive view of self-regulated academic learning,” J. of Educational Psychology, Vol.81, No.3, pp. 329-339, 1989.
  20. [20] B. J. Zimmerman et al., “Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy,” Washington: Amer. Psychological Assn., 1996.
  21. [21] B. J. Zimmerman, “Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models,” D. H. Schunk and B. J. Zimmerman (Eds.), “Self-regulated learning: From teaching to self-reflective practice,” Guilford Publications, pp. 1-19, 1998.
  22. [22] B. Bruce-Briggs, “The New Class?,” Transaction Publishers, 1979.
  23. [23] R. M. Gagné and M. P. Driscoll, “Essentials of Learning for Instruction 2nd Edition,” Upper Saddle River: NJ: Prentice Hall, 1998.
  24. [24] L. A. Wingate and A. R. Gullickson, “The Student Evaluation Standards: Facilitator’s Guide,” Corwin Press, 2004.
  25. [25] W.-L. Shih and C.-Y. Tsai, “Effect of flipped classroom with BOPPPS model on learners’ learning outcomes and perceptions in a business etiquette course,” The Asia-Pacific Education Researcher, Vol.29, No.2, pp. 257-268, 2020.
  26. [26] R. Diaz-Carrion and N. Franco-Leal, “Antecedents of academic performance in management studies in a flipped learning setting,” J. of Education for Business, Vol.97, No.3, pp. 186-195, 2022.
  27. [27] J. Fang et al., “Exploring student engagement in fully flipped classroom pedagogy: Case of an Australian business undergraduate degree,” J. of Education for Business, Vol.97, No.2, pp. 76-85, 2022.
  28. [28] P. English and R. Gordon, “Buying subject-matter expertise: An innovative approach to business classes,” Managerial Finance, Vol.47, No.5, pp. 670-686, 2020.
  29. [29] J. Morin et al., “Educating business integrators with a computer-based simulation game in the flipped classroom,” J. of Education for Business, Vol.95, No.2, pp. 121-128, 2020.
  30. [30] M. D. Dean, “Using the Learning Assistant Model in an Undergraduate Business Analytics Course,” INFORMS Trans. on Education, Vol.20, No.3, pp. 125-133, 2020.
  31. [31] Y. Qin et al., “The Application of Flipped Classroom Combined with Locus of Control Analysis in Lean Entrepreneurship Education for College Students,” Frontiers in Psychology, Vol.11, Article No.1587, 2020.
  32. [32] C. Price and M. Walker, “Improving the accessibility of foundation statistics for undergraduate business and management students using a flipped classroom,” Studies in Higher Education, Vol.46, No.2, pp. 245-257, 2021.
  33. [33] T. Cui and A. Coleman, “Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out-of-Class Communication (OCC) in a Flipped Classroom,” Electronic J. of e-Learning, Vol.18, No.6, pp. 550-561, 2020.
  34. [34] J. L. Jensen et al., “Improvements from a flipped classroom may simply be the fruits of active learning,” CBE Life Sciences Education, Vol.14, No.1, 2015.
  35. [35] G. Akçayır and M. Akçayır, “The flipped classroom: A review of its advantages and challenges,” Computers & Education, Vol.126, pp. 334-345, 2018.
  36. [36] J. C.-Y. Sun and H.-S. Lin, “Effects of integrating an interactive response system into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns,” Computers & Education, Vol.180, Article No.104430, 2022.
  37. [37] R. Martínez-Jiménez and M. C. Ruiz-Jiménez, “Improving students’ satisfaction and learning performance using flipped classroom,” The Int. J. of Management Education, Vol.18, No.3, Article No.100422, 2020.
  38. [38] R. M. Baron and D. A. Kenny, “The moderator-mediator variable distinction in social psychological research: Concepual, strategic, and statistical considerations,” J. of Personality and Social Psychology, Vol.51, No.6, pp. 1173-1182, 1986.
  39. [39] R. Badri and N. Hachicha, “Entrepreneurship education and its impact on students’ intention to start up: A sample case study of students from two Tunisian universities,” The Int. J. of Management Education, Vol.17, No.2, pp. 182-190, 2019.
  40. [40] Y. Guo, “Correlation research on learning strategies, critical thinking ability and academic achievement of students in national secondary schools,” National Kaohsiung Normal University: Kaohsiung, 2000.
  41. [41] N.-C. Kuo, “A study on the relationship between critical thinking, emotional intelligence and problem-solving attitudes among high school students in Kaohsiung area, in National Kaohsiung Normal University,” National Kaohsiung Normal University, 2001.

*This site is desgined based on HTML5 and CSS3 for modern browsers, e.g. Chrome, Firefox, Safari, Edge, Opera.

Last updated on Jul. 23, 2024