文章基本信息

标题：Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors
本地全文：下载
作者：Suhkyung Shin ; Kyungbin Kwon ; Jiyoon Jung 等
期刊名称：Sustainability
印刷版ISSN：2071-1050
出版年度：2022
卷号：14
期号：12
页码：7173
DOI：10.3390/su14127173
语种：English
出版社：MDPI, Open Access Journal
摘要：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.