Exploring the Influence of the Perceived Goal Structure and Instructor Support on College Students' Help-Seeking

• In Event: 44.056 - Student Experiences of Online Help-Seeking and Online Learning

Abstract

Recently, the flipped classroom model has become popular in higher education. In flipped classrooms, the role of instructors in promoting and facilitating help-seeking substantially changes. However, the influence of instructors on help-seeking in flipped classrooms has rarely been studied. Using a structural equation modeling approach, the present study explores the relationships between instructor-related variables and students’ help-seeking behavior in a flipped science classroom. Also, the influence of instructor participation in students’ online help-seeking activities was examined. The results suggested a strong influence of instructor relatedness and classroom goal orientations and no significant influence of students’ performance goal orientations. Additionally, instructor participation in online help-seeking activities over time had a positive influence. The implications were discussed.

Authors

• Erkan ER, University of Valladolid

• Michael Orey, University of Georgia - Athens

• Lu Ding, University of Georgia - Athens