Enhancing Learning Engagement in Large Flipped University Classes: Effects of Self-Efficacy, Self-Regulation, and Social Presence

• In Event: Technology and Learning Environments

Abstract

Large university classes are still prevalent in higher education for practical reasons despite low learning engagement for students. 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. The research findings indicated that self-regulation affected social presence as well as learning engagement. At the same time, 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. Practical implications will be discussed in the conference session.

Authors

• Min Young Doo, Kangwon National University

• Curtis J. Bonk, Indiana University