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The effects of self‐efficacy, self‐regulation and social presence on learning engagement in a large university class using flipped Learning
Author(s) -
Doo Min Young,
Bonk Curtis J.
Publication year - 2020
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12455
Subject(s) - student engagement , psychology , self efficacy , social engagement , self regulated learning , flipped learning , social learning , class (philosophy) , educational technology , mathematics education , social psychology , pedagogy , sociology , computer science , social science , artificial intelligence
Flipped learning recently gained attention as an effective instructional approach to enhance learning engagement, causing many universities to implement it. To enhance student engagement in large university classes, this study examined the effects of self‐efficacy, self‐regulation and social presence on learning engagement in a large university class using a flipped learning approach. A total of 390 undergraduates who were enrolled in a large general education class using flipped learning at a university in Korea participated in this study. The learners completed an online survey measuring the variables of this study. The research findings indicated that self‐regulation affected social presence as well as learning engagement. Self‐efficacy affected social presence and indirectly affected learning engagement through social presence. Finally, social presence affected learning engagement. Social presence also mediated the relationship between self‐efficacy and learning engagement as well as between self‐regulation and learning engagement. This study confirmed the significant effects of self‐regulation and social presence on students' learning engagement in large university classes.