Learner Engagement, Self-Efficacy, and Satisfaction of Flipped Learning in a Korean Vocational High School

• In Event: Studies of Technology and Social, Emotional, or Motivational Constructs

Abstract

The present study examined how learner engagement and self-efficacy affect satisfaction in a flipped learning classroom. For 18 weeks, 10th-grade students at a vocational high school (n = 63) in South Korea took knowledge-based and practice-based courses on electric energy designed with a flipped learning approach. The quantitative findings of a student survey on pre-class and in-class engagement, self-efficacy, and satisfaction at the end of a semester revealed that in-class behavioral engagement predicted students’ overall course satisfaction. The findings also indicated that a sense of self-efficacy positively impacts learner satisfaction. The qualitative results of the survey provided insight into student perception and attitudes toward flipped learning, and supported our quantitative findings.

Authors

• Hyangeun Ji, University of North Texas

• Soyeon Park, Hanguk University of Foreign Studies

• Hye Won Shin, Korea University