Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances

The flipped learning perception scale: A validity and reliability study

This study aims to develop a scale to determine preservice science teachers' perceptions of flipped learning. The present study uses the survey design, a quantitative research method. For content validity, the authors created an item pool of 144 items based on the literature. After being checked by experts, the item pool dropped to 49 items for the five-point Likert-type draft scale. The current study has preferred cluster sampling due to generalization concerns. The accessible population of the study is the preservice science teachers in Türkiye's provinces of Kayseri, Nevsehir, Nigde, Kırsehir, and Konya. We administered the draft scale to 490 preservice science teachers, which is the recommended 10 times the number of items. We also performed explanatory and confirmatory factor analyses to check the scale's construct validity. We ultimately obtained a four-factor structure with 43 items that explain 49.2% of the variance in scores and found the correlation between the criterion and draft scales to be greater than .70, thus ensuring criterion validity. We calculated Cronbach's alpha and composite reliability coefficients to check the reliability of the scale and determined the reliability coefficients for both the overall scale and the sub-factors to be greater than 0.70. As a result, we have obtained a scale consisting of 43 items and four dimensions that explains 49.2% of the variance. This data collection tool can be used by researchers and lecturers to determine preservice teachers' perceptions toward flipped learning.

Impact of social media-supported flipped classroom on English as a foreign language learners' writing performance and anxiety

As flipped classroom has received much attention from researchers and educators, some scholars have investigated the effectiveness of this teaching mode in various English as a foreign language (EFL) settings; however, such an instruction mode has been under-investigated in the Chinese EFL context. Therefore, the current study examined a flipped course's impact on Chinese EFL learners' writing performance and anxiety utilizing a pretest-posttest non-equivalent group quasi-experimental design. First, it selected a sample of 50 Chinese EFL learners from two intact language school classes as the participants via the convenience sampling method. Then, it randomly assigned participants of these two intact classes to a control group (n = 24), taught based on the traditional method of writing instruction, and an experimental group (n = 26), instructed based on social media-supported flipped instruction. The study used two writing tasks and a writing anxiety inventory to gather the data from the participants. The descriptive and inferential statistics results showed that the experimental group-taught based on flipped writing instruction-significantly enhanced their writing performance. Moreover, they revealed that the flipped course substantially reduced participants' writing anxiety. Implications of such findings have been elaborated for EFL research and practice.

The effect of media literacy on effective learning outcomes in online learning

Nowadays, online learning is already ubiquitous in the education of most countries and is one of the fastest-growing trends in the use of educational technology. However, despite literature on the effectiveness of online learning, little is known about the influence of student media literacy on effective learning outcomes in online learning. The present study tried to fill this research gap by exploring the effect of the four-factor construct of media literacy on effective learning outcomes that were measured by focusing on how students perceived their overall learning outcomes in online learning. Data were collected in a sample of 421 undergraduate students from 32 universities in Vietnam. The results of the structural equation modeling indicated that except for functional prosumption, the remaining three factors of media literacy (functional consumption, critical consumption, and critical prosumption) had significant positive effects on perceived learning outcomes. Critical prosumption was found to be the most powerful significant influence on student learning outcomes in the online learning environment. The findings provide some significant practical implications for stakeholders in setting up strategic plans for increasing the effectiveness of online classes.

Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan

COVID-19 has changed our lives in all arenas, including higher education and psychological well-being. Three objectives were set forth in this study. We started by examining issues related to online education during the pandemic in Jordan, particularly for students pursuing business studies. Second, we assessed academic, behavioural, and financial stressors that business students experience at Jordanian higher education institutions. Lastly, we examined the possible coping methods students employed to cope and adapt during the pandemic. A descriptive cross-sectional study was conducted based on the perceived stress scale distributed to 473 Jordanian undergraduate students (18–27 years of age), across both public and private universities. Results showed an association between academic, behavioural, and financial stressors and students’ perceived stress. While students perceived various levels and types of stress during COVID-19, including academic, behavioural, and financial, they also experienced new online skills. However, despite coping with stress, some students (especially females) displayed more stress because of the deficient course content, which added to their perceived stress and left them feeling unmotivated. This study contributes to bettering the university students’ mental health.

University Student Readiness and Its Effect on Intention to Participate in the Flipped Classroom Setting of Hybrid Learning

The flipped classroom teaching method has existed for many years. Past research indicates that students could have better self-directed learning skills, more in-depth learning, higher satisfaction, and motivation to study through flipped classroom learning. However, some challenges arise for students and teachers, such as student capability; lack of preparation; low motivation to watch pre-recorded videos; and low interaction. During the pandemic period, students began engaging in online or hybrid learning. Fortunately, instructors are familiar with technology. Our study aims to investigate the flipped classroom learning readiness of university students during the pandemic era, both in face-to-face and online mode. The classes were conducted in a hybrid manner, with two groups of students under the same treatment. The results indicate that the intention to participate in the flipped classroom setting is associated with readiness and perceived control. Such an intention is also the same regardless of learning mode. Perceived behavioral control is a partial mediator between student readiness and intention to participate in flipped classroom.

Role of personality traits in collaborative group works at flipped classrooms

The Flipped Classroom (FC) approach is an important model for individualizing teaching, improving motivation, interaction, and increasing academic performance in a student-centered learning environment. However, at FC, not all students benefit equally from teaching opportunities. There may be important individual differences that affect their academic performance. The relationship between personality traits and academic performance in the FC model in which collaborative group studies are carried out is important for the design of individualized learning environments. In this context, the aim of this study is to research the relationship between academic success and personality traits within a collaborative flipped classroom model. Additionally, in this study, the differentiation of the relationship between academic success and personality traits according to gender, motivation, engagement, and interaction variables were examined. In this research, relational screening model was utilized. The application was achieved through the participation of 167 students for a 14-week period in Turkey. In the research, self-description form and data collection instruments were utilized. At the end of this research, Extraversion from personality traits is the strongest predictor of academic performance in FC. According to descriptive statistics, it was found that female students scored higher in FC settings for extraversion, and male students had higher scores for openness than other structures. In addition, it was found that the motivation scores of women and engagement scores of men were prominent. It was observed that the openness personality of the students with low motivation and the agreeableness of the students with high motivation is more dominant than the other personality structures. Students with the low level of engagement had the highest openness, and those with high agreeableness scores were the highest. The students with the low level of interaction had the highest openness scores, while those with high levels of interaction had the highest conscientiousness. While personality traits and academic achievements of students differed significantly according to gender, motivation and interaction levels, no significant difference was found according to engagement levels. The results reached in this study will guide the applicators about how the students become more ready to learn based on the personality traits of the classroom in which the FC model was utilized.

The Culture of Professional Self-Realization as a Fundamental Factor of Students’ Internet Communication in the Modern Educational Environment of Higher Education

This article deals with the problem of the culture of professional self-realization of Russian students in the process of university education at the present stage. The role of information and communications technologies is revealed, in particular the interactive technology of self-regulation developed by the authors, as a necessary pedagogical condition for the successful professional self-realization of students. The paper describes the interactive technology of self-regulation formation used in teaching a foreign language in order to improve the educational process. The paper provides an analysis of the current state of the classroom educational environment in teaching a foreign language in order to determine the possibilities of improving the educational process. The main goal of the interactive technology of self-regulation formation is to optimize and intensify the activities of students in the classroom and extracurricular activities. The interactive technology of self-regulation formation in a nonlinguistic university was applied in the proposed work. Special attention was paid to the problem of structuring and the algorithmization of independent work. Ways for increasing interactivity are revealed, and an algorithm for teaching and speech actions in interactive mode was developed. It was established that the introduction of structured algorithmization using the interactive technology of self-regulation formation could be effectively used for teaching poorly prepared students. It has been established that the culture of professional self-actualization for modern students is directly dependent on the quality of online interaction with a university teacher. It was revealed that it is the student’s awareness of the objectives of learning interaction and ways for its implementation that allow him to competently perform his academic work, which in turn contributes to the actualization of personal professional qualities that are required by a university graduate for successful implementation in the future.

Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

Learner-centered and learner-driven pedagogy have long been advocated by many educators and scholars who focus on sustainable education. This study proposes a pedagogical approach called collaborative learning by teaching (CLBT), which is both learner-centered and learner-driven. This study aims to explore and analyze the student perceptions of CLBT by conducting a field experiment in a Chinese public university. The quantitative results show that student perceptions were comprised of three dimensions: perceptions of CLBT, perceptions of teamwork, and perceptions of mobile learning. The male students had significantly more positive perceptions of CLBT and mobile learning compared to the female students. The qualitative findings indicate that although students have some difficulties with self-discipline, they gain much in active learning capabilities and teamwork skills. The relationship between CLBT and sustainability competence should be further studied in the future.