http://scholars.ntou.edu.tw/handle/123456789/17193
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.author | Zhao, Li | en_US |
dc.contributor.author | Liu, Xiaohong | en_US |
dc.contributor.author | Su, Yu-Sheng | en_US |
dc.date.accessioned | 2021-06-10T01:07:37Z | - |
dc.date.available | 2021-06-10T01:07:37Z | - |
dc.date.issued | 2021-03 | - |
dc.identifier.issn | 2071-1050 | - |
dc.identifier.uri | http://scholars.ntou.edu.tw/handle/123456789/17193 | - |
dc.description.abstract | To analyze how variability changes over time can enhance the understanding of how learners' self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants' perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students' modern educational technology course. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | MDPI | en_US |
dc.relation.ispartof | SUSTAINABILITY-BASEL | en_US |
dc.subject | PERFORMANCE | en_US |
dc.subject | IMPACT | en_US |
dc.subject | IMPLEMENTATION | en_US |
dc.subject | EXPERIENCES | en_US |
dc.subject | EMOTIONS | en_US |
dc.subject | STRATEGY | en_US |
dc.subject | BEHAVIOR | en_US |
dc.subject | FUTURE | en_US |
dc.subject | GAME | en_US |
dc.title | The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students' Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course | en_US |
dc.type | journal article | en_US |
dc.identifier.doi | 10.3390/su13052888 | - |
dc.identifier.isi | WOS:000628679100001 | - |
dc.relation.journalvolume | 13 | en_US |
dc.relation.journalissue | 5 | en_US |
item.openairetype | journal article | - |
item.openairecristype | http://purl.org/coar/resource_type/c_6501 | - |
item.fulltext | no fulltext | - |
item.grantfulltext | none | - |
item.cerifentitytype | Publications | - |
item.languageiso639-1 | en_US | - |
crisitem.author.dept | College of Electrical Engineering and Computer Science | - |
crisitem.author.dept | Department of Computer Science and Engineering | - |
crisitem.author.dept | National Taiwan Ocean University,NTOU | - |
crisitem.author.orcid | 0000-0002-1531-3363 | - |
crisitem.author.parentorg | National Taiwan Ocean University,NTOU | - |
crisitem.author.parentorg | College of Electrical Engineering and Computer Science | - |
顯示於: | 04 QUALITY EDUCATION 資訊工程學系 |
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