Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses : How does it influence students’ academic learning outcomes?
Journal article
Han, Feifei. (2023). Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses : How does it influence students’ academic learning outcomes? PLoS One. 18, pp. 1-13. https://doi.org/10.1371/journal.pone.0286549
Authors | Han, Feifei |
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Abstract | Using Student Approaches to Learning research as a theoretical framework, the present study used both self-reported and observational log data to understand students’ study approaches in a flipped classroom course amongst 143 computer science undergraduate students. Specifically, it aimed to examine: 1) to what extent students’ study approaches identified by self-reported and observational log data are consistent with each other; and 2) to what extent students’ academic learning outcomes differ between students who showed consistent and inconsistent study approaches by self-reported and observational log data. Using The Revised Study Process Questionnaire, students were clustered as reporting either a Deep or a Surface Study Approach. Using frequencies of students’ participation in five online learning activities, they were classified as adopting either an Active or a Passive Study Approach. A 2 x 2 cross-tabulation showed a positive and moderate association between clusters of students’ study approaches resulted from two types of data. Amongst students who self-reported a Deep Study Approach, the proportion of students who adopted an Active Study Approach (80.7%) was significantly higher than those who adopted a Passive Study Approach (19.3%). In contrast, of the students who self-reported a Surface Study Approach, the proportion of students who used a Passive Study Approach (51.2%) was significantly higher than those who used an Active Study Approach (48.8%). Furthermore, students who had good study approaches by both self-report and observation did not differ from students who adopted an Active study approach by observation but reported a Surface Study Approach on course grades. Likewise, there was no significant difference in terms of academic learning outcomes between those who had poor study approaches by both self-report and observation and those who adopted Passive study approach by observation but reported a Deep Study Approach. Future studies may consider incorporating some qualitative methods in order to find out possible reasons behind the inconsistencies between self-reported and observed study approaches. |
Keywords | Human learning; Lectures; Questionnaires; Analysis of variance; Undergraduates; Hierarchical clustering; Qualitative studies |
Year | 01 Jan 2023 |
Journal | PLoS One |
Journal citation | 18, pp. 1-13 |
Publisher | Public Library of Science (PLoS) |
ISSN | 1932-6203 |
Digital Object Identifier (DOI) | https://doi.org/10.1371/journal.pone.0286549 |
Web address (URL) | https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0286549 |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 1-13 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
13 Jun 2023 | |
Publication process dates | |
Accepted | 18 May 2023 |
Deposited | 31 Jul 2024 |
Additional information | © 2023 Feifei Han. |
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. | |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/90w46/level-of-consistency-between-students-self-reported-and-observed-study-approaches-in-flipped-classroom-courses-how-does-it-influence-students-academic-learning-outcomes
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Publisher's version
OA_Han_2023_Level_of_consistency_between_students_self-reported.pdf | |
License: CC BY 4.0 | |
File access level: Open |
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