EFFECTS OF COURSE DELIVERY MODE ON STUDENTS SELF-REGULATION SKILLS

Year 2016, Volume: 4 , 326 - 328, 01.09.2016

Suleyman Ok Tolga Erdoğan Osman Gazi Yildirim Harun Cigdem

Abstract

With
the development of internet and Learning Management Systems, owing to their
flexibility in delivery and instant access features, more and more instructors
have started to blend or flip their courses by using online learning
technologies like videos, online homework, and e-exams.  In online learning applications, learners are
encouraged to acquire and build their knowledge through interaction with a wide
range of resources. For students to gain experience, it is important that they
get hands-on practice as well as use time effectively during class periods in
courses like Computer Programming. Students equipped with self-regulation
skills perform better in choosing learning methods appropriate for their
learning pace, completing learning tasks, and achieving learning objectives.
Furthermore, students with good self-regulation skills can improve their
learning both in blended and flipped courses. Building on this point, this
study aims to investigate differences between students’ self-regulation skills in
a blended and a flipped course. Based on online self-regulatory perspective,
five properties were chosen to be notably considerable for blended and flipped
courses: perceived self-efficacy, perceived anxiety, interactivity in the
online learning environment, perceived satisfaction, and perceived usefulness.
The participants were 192 sophomore students enrolling at Computer Programming
Course in a vocational college during fall semester of 2015-2016 Academic Year.
Data were collected via an online questionnaire. Independent samples t-test was
conducted to examine differences in self-regulation skills of students in
flipped and blended courses. Flipped course participants reported significantly
higher levels of perceived anxiety with online learning environments while
blended course participants reported significantly higher levels of perceived
satisfaction, perceived usefulness and self-regulation. In this sense, it is
assumed that flexible environment of flipped classrooms lead to higher anxiety
levels and urges students to seek more instructor guidance. 

Keywords

Flipped learning, blended learning, self-regulation

References

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