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Investigating factors influencing Educational Performanceand mediating effects of learning presence of University Flipped Learning Classroom

대학 플립드러닝에서 수업성과에 영향을 미치는 요인과 학습실재감의 매개효과 규명

  • Jeon, JeongA (Educational Technology, Graduate School of Ewha Womans University) ;
  • Lee, Jeongmin (Educational Technology, Ewha Womans University) ;
  • Bae, Yunju (Educational Technology.HRD, Ewha Womans University)
  • 전정아 (이화여자대학교 대학원 교육공학과) ;
  • 이정민 (이화여자대학교 교육공학과) ;
  • 배윤주 (이화여자대학교 교육대학원 교육공학.HRD)
  • Received : 2019.10.14
  • Accepted : 2019.12.20
  • Published : 2019.12.28

Abstract

The purpose of this study is to investigate factors influencing educational performance and mediating effects of learning presence in the university flipped learning classroom. For achieving this purpose, self-regulation, learning presence, and collaborative preference were selected as learner variables, and perceived academic achievement and learning engagement were selected as variables for educational performance. To investigate causal relationships among the variables, 39 university students who took 16 week course flipped-learning class participated self-reported survey. Collected data were analyzed by multiple regression and mediation analyses. The results were as follows: first, learning presence and self-regulation affected learning engagement, and moreover, the learning presence mediated between self-regulation and learning engagement. Second, only learning presence affected perceived academic achievement. Therefore, various strategies for effective flipped learning should be considered, and well-designed classroom activities that can promote learners self-regulation, learning presence, and learning engagement are needed to successful flipped learning.

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