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June 22, 2020
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June 26, 2021
This paper provides a comparison between two different levels of the Flip Classroom approach utilized in engineering technology course instruction. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to the students to get their feedback in order to compare and analyze the student perception, motivation, and outcome in these two different levels of Flip Classroom. The Complete Flip Classroom has advantages over the Assisted Flip Classroom approach in the aspects of student perception, motivation, and self-regulation. These results indicate that if the perception of students can be positively influenced, the student will be motivated to assign more time to self-driven learning and self-driven practicing of the Flip Classroom materials.
Zhang, Y., & Granda Marulanda, N. A. (2020, June), Flipped Classroom Approach Comparison of Perception, Motivation, and Outcomes of Students in Engineering Technology Instruction Between Assisted Flip versus Complete Flip Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34679
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