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journal article Oct 01, 2023

Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome

Hsin-Ming Hsieh ORCID Alex Maritz ORCID
Contemporary Educational Technology Vol. 15 No. 4 pp. ep472 · Bastas Publications
View at Publisher Save 10.30935/cedtech/13649
Abstract
Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students’ final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.<i> </i>
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The Impact of Teacher Feedback, Perceived Teacher Support, and Peer Relationships on Online Learning Engagement: An Analysis of the Mediating Effects of Self-Efficacy and Learning Motivation

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Sage Open
Metrics
10
Citations
61
References
Details
Published
Oct 01, 2023
Vol/Issue
15(4)
Pages
ep472
Authors
H
Hsin-Ming Hsieh

La Trobe Business School, La Trobe University, Melbourne, AUSTRALIA

A
Alex Maritz

La Trobe Business School, La Trobe University, Melbourne, AUSTRALIA

Cite This Article
Hsin-Ming Hsieh, Alex Maritz (2023). Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. Contemporary Educational Technology, 15(4), ep472. https://doi.org/10.30935/cedtech/13649
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