Abstract:

In recent years, flipped learning has grown in popularity and adoption as a mechanism of enabling active learning, which is used in different educational scenarios. Here we describe a novel extension of flipped learning by integrating student question generation and an instant response system into the higher education curriculum and examine the impacts of this extension on students’ motivation, attitudes, and engagement. Data were obtained from 54 sophomores at Zhejiang University, China, and the data were tested against the research model using a structural equation modeling approach. We found that this model predicted 47.3 % of the variance of learning motivation, 78.6 % of the variance of attitude toward learning, and 62.4 % of the variance of learning engagement. Also, the results revealed that the constructs of flipped learning and student question generation have a positive impact on the students’ motivation, attitudes, and engagement, whereas the instant response system also has a positive impact on students’ engagement, but not on motivation or attitude. Instructional implications and research suggestions are provided based on the results of the study

Keywords:

Flipped learning, student question generation, instant response system, learning motivation, learning attitude, learning engagement.