TY  - JOUR
TT  - SELF-REGULATION AND INTERACTIVITY TYPES AS THE PREDICTORS OF LEARNER SATISFACTION WITH FLIPPED COURSES: EVIDENCE FROM A VOCATIONAL COLLEGE
AU  - Cigdem, Harun
AU  - Ozturk, Mustafa
AU  - Topcu, Abdullah
PY  - 2016
DA  - September
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 135
EP  - 138
VL  - 5
KW  - Flipped course
KW  - interactivity
KW  - self-regulation
KW  - satisfaction
N2  - Learner satisfaction, which implieslearners’ positive perceptions of their learning experiences in a particularlearning environment, is assumed to be a critical indicator of academicachievement as well as the effectiveness of a method. Flipped courses,receiving a growing interest among contemporary instructional designs, appearto be a promising pedagogical model that entails high learner satisfactionthrough a variety of features. One is related to learners’ self-management oftheir own learning processes throughout the courses. The other feature is aboutthe way learners interact with their instructors, peers and the content. A lackof appropriate educational technology would lead to limited interactivity andself-regulation, which might in turn decrease learners’ satisfaction with thecourses. In this study, we assessed the values of self-regulation andinteractivity features (the interactivity among learners, between learners andthe instructor, and between learners and the course content) as the factorsimpacting learners’ satisfaction with the flipped courses. The participants (n=243) were from a two-year vocationalcollege and took the courses Computer Use, Operating Systems, and ComputerProgramming in a flipped way in the 2015–2016 academic year. The data werecollected via an online questionnaire and analyzed through linear regressionanalyses. The general results of the study revealed that self-regulation, interactivitybetween learners and the course content and among learners were found to be thesignificant predictors of learner satisfaction with the flipped courses. On theother hand, the interactivity between learners and the instructor did notappear to effect learners’ satisfaction with the flipped courses, which couldimply the changing role of instructors in contemporary learning environments.Accordingly, the flipped courses seem to eliminate the traditional role ofinstructors (being at the center of all interactions) and bring theself-regulation along with the interactivity among learners and with the coursecontent to the front.
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UR  - https://dergipark.org.tr/en/pub/epess/issue//332928
L1  - https://dergipark.org.tr/en/download/article-file/332308
ER  -