Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors

• In Event: Instructional Technology SIG Poster Session 2: Instructional Technology in Higher Education and Corporate Settings

Abstract

This research examines 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. The results showed the factor of caring and trust had a significant negative correlation with the lone wolf measure but a positive correlation with responsibility, communication, task, and self-efficacy. These results imply the usefulness of identifying critical variables of individual differences, such as lone wolf tendencies, that could lead to both dysfunctional team process and low outcomes.

Authors

• Suhkyung Shin, Hanyang University

• Kyungbin Kwon, Indiana University - Bloomington

• Jiyoon Jung, Valdosta State University

• Ji Hee Song, University of Seoul