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The profiles of Chinese university students’ learning experience in flipped classrooms : combining the self-reported and process data
Han, Feifei
Han, Feifei
Author
Abstract
Drawing on student approaches to learning research, this study combined both self-reported and process data to examine: (1) the extent of the alignment between the self-reported and process data of the profiles of 179 Chinese university students’ learning experience in the flipped classrooms and (2) the contributions of the self-reported and process data of students’ learning experience to their academic performance. Two groups of students with contrasting learning experiences were identified. One group reported a more desirable learning experience (cohesive conceptions of learning theoretical mechanics, deep approaches in both face-to-face and online learning, and positive perceptions of both the human and non-human elements of the learning environments in the course). Another group had a poorer learning experience (fragmented conceptions, using surface approaches, and perceiving a lack of peer online interaction and not appraising online design of the course site). The students self-reporting better and poorer learning experiences, however, only differed in frequency of participation in the pre-lecture quizzes, demonstrating weak alignment between the self-reported and process data. The hierarchical regression analyses revealed that including both self-reported and process data significantly increased the variance explained in students’ academic performance.
Keywords
Chinese university students, learning experience, flipped classrooms, self-reported data, process data
Date
2023
Type
Journal article
Journal
Book
Volume
Issue
Page Range
1-12
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/4.0/ ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/4.0/ ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.