著者

Yumiko ABE Michael HOOD James ELWOOD

出版者

Japanese Society for Engineering Education

雑誌

工学教育 (ISSN:13412167)

巻号頁・発行日

vol.66, no.5, pp.5_62-5_68, 2018 (Released:2018-10-04)

参考文献数

20

被引用文献数

1

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This study adopted a flipped learning approach to blended learning as a means to encourage students to be self-learners. A self-regulated learning system was developed to support flipped learning activities. The flipped learning system comprises a video lecture and online quizzes. The purpose of this study was to investigate the relationship among motivation belief (i.e., intrinsic value, self-efficacy), self-regulated learning strategy, the effectiveness of blended learning with a self-regulated flipped learning system, and learning outcomes. In the context of a flipped classroom, students showed significant improvement in the language proficiency measures. A well-fitting model emerged detailing the respective structures of motivation belief and learning strategies, and task value and self-efficacy were found to underpin both. Task value and meta-cognitive and cognitive strategy use were found to directly predict satisfaction as well as mediate the effects of intrinsic goal motivation and self-efficacy on satisfaction. The results suggest that flipped learning is an effective tool for EFL classrooms.