The association between flipped learning readiness, engagement, social anxiety, and achievement in online flipped classrooms: a structural equational modeling

dc.authorid0000-0002-6135-641X
dc.contributor.authorPolat, Elif
dc.contributor.authorHopcan, Sinan
dc.contributor.authorArslantaş, Tuğba Kamalı
dc.date.accessioned2022-06-24T08:22:15Z
dc.date.available2022-06-24T08:22:15Z
dc.date.issued2022
dc.departmentEğitim Fakültesi
dc.description.abstractThis study explored the association between flipped learning readiness (FLR), engagement, social anxiety, and achievement in online flipped classrooms among 200 freshman university students enrolled to an information technology course. The relational screening model was applied in order to reveal associations between variables. The study was conducted in two Turkish state universities. The students were sampled using the convenience sampling method. The data collection tools employed were a demographic data form, the Online Student Engagement Scale, the Online Learners' Interactions and Social Anxiety Scale, the FLR scale, and also achievement tests. Structural equational modeling was employed in the testing of the hypothesized model. Results from the structural equation modeling revealed that engagement and FLR were positively associated with student achievement, whilst there was a negative association revealed between social anxiety and achievement in the online flipped classroom. The study also revealed engagement as the most significant predictor of achievement in the online flipped classroom.
dc.identifier.doi10.1007/s10639-022-11083-8
dc.identifier.endpage-en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue-en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage-en_US
dc.identifier.urihttps:/dx.doi.org/10.1007/s10639-022-11083-8
dc.identifier.urihttps://hdl.handle.net/20.500.12451/9477
dc.identifier.volume-en_US
dc.identifier.wosWOS:000798347900001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectFlipped Classroom Readiness
dc.subjectEngagement
dc.subjectSocial Anxiety
dc.subjectAchievement
dc.subjectOnline Fipped Classrooms
dc.subjectHigher Education
dc.titleThe association between flipped learning readiness, engagement, social anxiety, and achievement in online flipped classrooms: a structural equational modeling
dc.typeArticle

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