Identifying Relationships Between Affective Factors and Online Course Satisfaction in an Online Undergraduate Education Course Taught via Flipped Learning Delivered via Distance Education (Poster 28)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Motivation, Emotion, and Engagement Across Contexts

Abstract

Although course satisfaction in Flipped Learning has been studied in f2f and blended learning environments, no study examines their relationship in distance education. This quantitative study aims at identifying relationships between affective factors and students’ satisfaction in online courses taught through FL in DE. The data were collected through volitional strategies, digital self-efficacy, taking responsibility, and course satisfaction scales. 100 pre-service teachers selected through convenience sampling during 2021-2022 academic year in two private universities in [country] participated. Results of multiple linear regression analysis expand our understanding of interplay between volitional strategies and self-efficacy, and course satisfaction in DE. Results are expected to inform teacher educators to consider affective factors when designing online courses with FL pedagogy for improved student experience.

Authors

• Sercan Çelik, TED University

• Bengi Birgili Karabulut, MEF University