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

Authors :
Shin, Suhkyung
Kwon, Kyungbin
Jung, Jiyoon
Source :
Sustainability (2071-1050); Jun2022, Vol. 14 Issue 12, pN.PAG-N.PAG, 12p
Publication Year :
2022

Abstract

The purpose of this study was to examine 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 in a flipped classroom. The participants were thirty-four undergraduate students enrolled in a consumer behavior course offered by a school of business at a university in Seoul, South Korea. Data were collected through surveys that measured team process, lone-wolf tendencies, self-efficacy, and attitude during the course. The results show the factor of team trust had a significant negative correlation with the lone-wolf measure but a positive correlation with responsibility, communication, cognitive and social competency, and self-efficacy. Moreover, communication and responsibility were positive predictors of self-efficacy and attitude. These results imply the usefulness of identifying critical variables of individual difference, such as lone-wolf tendencies, that could lead to both dysfunctional team process and low outcomes. Based on the results, this study provides implications for structuring and managing team projects in a higher education setting. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
20711050
Volume :
14
Issue :
12
Database :
Complementary Index
Journal :
Sustainability (2071-1050)
Publication Type :
Academic Journal
Accession number :
157823294
Full Text :
https://doi.org/10.3390/su14127173