Research Article
BibTex RIS Cite

SELF-REGULATION AND INTERACTIVITY TYPES AS THE PREDICTORS OF LEARNER SATISFACTION WITH FLIPPED COURSES: EVIDENCE FROM A VOCATIONAL COLLEGE

Year 2016, Volume: 5 , 135 - 138, 01.09.2016

Abstract

Learner satisfaction, which implies
learners’ positive perceptions of their learning experiences in a particular
learning environment, is assumed to be a critical indicator of academic
achievement as well as the effectiveness of a method. Flipped courses,
receiving a growing interest among contemporary instructional designs, appear
to be a promising pedagogical model that entails high learner satisfaction
through a variety of features. One is related to learners’ self-management of
their own learning processes throughout the courses. The other feature is about
the way learners interact with their instructors, peers and the content. A lack
of appropriate educational technology would lead to limited interactivity and
self-regulation, which might in turn decrease learners’ satisfaction with the
courses. In this study, we assessed the values of self-regulation and
interactivity features (the interactivity among learners, between learners and
the instructor, and between learners and the course content) as the factors
impacting learners’ satisfaction with the flipped courses. The participants (n=243) were from a two-year vocational
college and took the courses Computer Use, Operating Systems, and Computer
Programming in a flipped way in the 2015–2016 academic year. The data were
collected via an online questionnaire and analyzed through linear regression
analyses. The general results of the study revealed that self-regulation, interactivity
between learners and the course content and among learners were found to be the
significant predictors of learner satisfaction with the flipped courses. On the
other hand, the interactivity between learners and the instructor did not
appear to effect learners’ satisfaction with the flipped courses, which could
imply the changing role of instructors in contemporary learning environments.
Accordingly, the flipped courses seem to eliminate the traditional role of
instructors (being at the center of all interactions) and bring the
self-regulation along with the interactivity among learners and with the course
content to the front.

References

  • Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. G. Moore, & W. G. Anderson (Eds.), Handbook of distance education (pp. 129–144). Mahwah, NJ: Erlbaum. Artino, A.R. (2007). Online military training: Using a social cognitive view of motivation and self-regulation to understand students' satisfaction, perceived learning, and choice. Quarterly Review of Distance Education, 8(3), 191–202. Artino, A.R. (2008). Promoting academic motivation and self-regulation: Practical guidelines for online instructors. TechTrends, 52(3), 37–45. Jain, P. J. (2011). Interactions among online learners: A quantitative interdisciplinrary study. Education, 131(3), 538–544. Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education & Teaching International, 39(2), 153–162. Juwah, C. (Ed.). (2006). Interactions in online learning: Implications for theory and practice. New York, NY: Routledge. Keller, J. M. (1983). Motivational design of instruction. In C. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (pp. 386-434). Hillsdale, NJ: Erlbaum. Koseke, G. F., & Koseke, R. D. (1991). Student burnout as a mediator of the stress–outcome relationship. Research in Higher Education, 32(4), 415–431. Kuo, Y. C., Walker, A., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. Moore, M. G. (1989). Three types of interactions. The American Journal of Distance Education, 3(2), 1–6. Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York, NY:Wadsworth. Pike, G. R. (1993). The relationship between perceived learning and satisfaction with college: An alternative view. Research in Higher Education, 34(1), 23-40. Puzziferro,M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72–89.
Year 2016, Volume: 5 , 135 - 138, 01.09.2016

Abstract

References

  • Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. G. Moore, & W. G. Anderson (Eds.), Handbook of distance education (pp. 129–144). Mahwah, NJ: Erlbaum. Artino, A.R. (2007). Online military training: Using a social cognitive view of motivation and self-regulation to understand students' satisfaction, perceived learning, and choice. Quarterly Review of Distance Education, 8(3), 191–202. Artino, A.R. (2008). Promoting academic motivation and self-regulation: Practical guidelines for online instructors. TechTrends, 52(3), 37–45. Jain, P. J. (2011). Interactions among online learners: A quantitative interdisciplinrary study. Education, 131(3), 538–544. Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education & Teaching International, 39(2), 153–162. Juwah, C. (Ed.). (2006). Interactions in online learning: Implications for theory and practice. New York, NY: Routledge. Keller, J. M. (1983). Motivational design of instruction. In C. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (pp. 386-434). Hillsdale, NJ: Erlbaum. Koseke, G. F., & Koseke, R. D. (1991). Student burnout as a mediator of the stress–outcome relationship. Research in Higher Education, 32(4), 415–431. Kuo, Y. C., Walker, A., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. Moore, M. G. (1989). Three types of interactions. The American Journal of Distance Education, 3(2), 1–6. Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York, NY:Wadsworth. Pike, G. R. (1993). The relationship between perceived learning and satisfaction with college: An alternative view. Research in Higher Education, 34(1), 23-40. Puzziferro,M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72–89.
There are 1 citations in total.

Details

Journal Section Articles
Authors

Harun Cigdem

Mustafa Ozturk This is me

Abdullah Topcu This is me

Publication Date September 1, 2016
Published in Issue Year 2016 Volume: 5

Cite

APA Cigdem, H., Ozturk, M., & Topcu, A. (2016). SELF-REGULATION AND INTERACTIVITY TYPES AS THE PREDICTORS OF LEARNER SATISFACTION WITH FLIPPED COURSES: EVIDENCE FROM A VOCATIONAL COLLEGE. The Eurasia Proceedings of Educational and Social Sciences, 5, 135-138.