Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Abstract This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021...
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Autor*in:	José María Campillo-Ferrer [verfasserIn] Pedro Miralles-Martínez [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Übergeordnetes Werk:	In: Humanities & Social Sciences Communications - Springer Nature, 2020, 8(2021), 1, Seite 9
Übergeordnetes Werk:	volume:8 ; year:2021 ; number:1 ; pages:9

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1057/s41599-021-00860-4

Katalog-ID:	DOAJ002398710

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author	José María Campillo-Ferrer
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topic_title	AZ20-999 Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
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title	Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
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title_auth	Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
abstract	Abstract This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.
abstractGer	Abstract This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.
abstract_unstemmed	Abstract This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.
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title_short	Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
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