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