Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors

The purpose of this study was to examine how team process factors relate to students’ self-efficacy, attitude, and learning satisfaction in flipped learning. Since lone-wolf students tend to have little patience for the group work process and exhibit a lack of organizational commitment, this study a...
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Autor*in:	Suhkyung Shin [verfasserIn] Kyungbin Kwon [verfasserIn] Jiyoon Jung [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	collaboration lone wolf learning preference team learning flipped learning

Übergeordnetes Werk:	In: Sustainability - MDPI AG, 2009, 14(2022), 12, p 7173
Übergeordnetes Werk:	volume:14 ; year:2022 ; number:12, p 7173

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/su14127173

Katalog-ID:	DOAJ021081476

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callnumber-first	T - Technology
author	Suhkyung Shin
spellingShingle	Suhkyung Shin misc TD194-195 misc TJ807-830 misc GE1-350 misc collaboration misc lone wolf misc learning preference misc team learning misc flipped learning misc Environmental effects of industries and plants misc Renewable energy sources misc Environmental sciences Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors
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title	Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors
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title_full	Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors
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title_sort	collaborative learning in the flipped university classroom: identifying team process factors
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title_auth	Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors
abstract	The purpose of this study was to examine how team process factors relate to students’ self-efficacy, attitude, and learning satisfaction in flipped learning. Since lone-wolf students tend to have little patience for the group work process and exhibit a lack of organizational commitment, this study also explores how students’ preferences for collaborative work or individual work affect their self-efficacy, attitude, and learning satisfaction in a flipped classroom. The participants were thirty-four undergraduate students enrolled in a consumer behavior course offered by a school of business at a university in Seoul, South Korea. Data were collected through surveys that measured team process, lone-wolf tendencies, self-efficacy, and attitude during the course. The results show the factor of team trust had a significant negative correlation with the lone-wolf measure but a positive correlation with responsibility, communication, cognitive and social competency, and self-efficacy. Moreover, communication and responsibility were positive predictors of self-efficacy and attitude. These results imply the usefulness of identifying critical variables of individual difference, such as lone-wolf tendencies, that could lead to both dysfunctional team process and low outcomes. Based on the results, this study provides implications for structuring and managing team projects in a higher education setting.
abstractGer	The purpose of this study was to examine how team process factors relate to students’ self-efficacy, attitude, and learning satisfaction in flipped learning. Since lone-wolf students tend to have little patience for the group work process and exhibit a lack of organizational commitment, this study also explores how students’ preferences for collaborative work or individual work affect their self-efficacy, attitude, and learning satisfaction in a flipped classroom. The participants were thirty-four undergraduate students enrolled in a consumer behavior course offered by a school of business at a university in Seoul, South Korea. Data were collected through surveys that measured team process, lone-wolf tendencies, self-efficacy, and attitude during the course. The results show the factor of team trust had a significant negative correlation with the lone-wolf measure but a positive correlation with responsibility, communication, cognitive and social competency, and self-efficacy. Moreover, communication and responsibility were positive predictors of self-efficacy and attitude. These results imply the usefulness of identifying critical variables of individual difference, such as lone-wolf tendencies, that could lead to both dysfunctional team process and low outcomes. Based on the results, this study provides implications for structuring and managing team projects in a higher education setting.
abstract_unstemmed	The purpose of this study was to examine how team process factors relate to students’ self-efficacy, attitude, and learning satisfaction in flipped learning. Since lone-wolf students tend to have little patience for the group work process and exhibit a lack of organizational commitment, this study also explores how students’ preferences for collaborative work or individual work affect their self-efficacy, attitude, and learning satisfaction in a flipped classroom. The participants were thirty-four undergraduate students enrolled in a consumer behavior course offered by a school of business at a university in Seoul, South Korea. Data were collected through surveys that measured team process, lone-wolf tendencies, self-efficacy, and attitude during the course. The results show the factor of team trust had a significant negative correlation with the lone-wolf measure but a positive correlation with responsibility, communication, cognitive and social competency, and self-efficacy. Moreover, communication and responsibility were positive predictors of self-efficacy and attitude. These results imply the usefulness of identifying critical variables of individual difference, such as lone-wolf tendencies, that could lead to both dysfunctional team process and low outcomes. Based on the results, this study provides implications for structuring and managing team projects in a higher education setting.
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title_short	Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors
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