ABSTRACT

Flipped learning has received growing attention as an important instructional approach leading to students’ learning performance and higher order thinking abilities. This study applied flipped learning to a large university class to improve its major weakness, students’ low engagement, and investigated the effects of self-regulation and transactional distance on learning engagement. The participants of this study were 390 undergraduate students who were enrolled in a general education course Philosophy of Consideration at a large university in South Korea. Analyses of an online survey completed in the Fall semester of 2018 indicate that self-regulation affected learning engagement and transactional interaction. Transactional interaction also affected learning engagement. In addition, transactional distance was found to mediate the relationship between self-regulation and learning engagement. That is, self-regulation affected learning engagement both directly and indirectly. However, students’ past flipped learning experience did not moderate the relationships among self-regulation, transactional interaction, and learning engagement. The research findings of this study confirmed the importance of self-regulation and transactional distance for improving learning engagement in a large university class. Finally, this study directly addresses prevailing concerns about how to effectively teach a large university class.

摘要

翻转学习作为一种重要的教学方法，导致学生的学习表现和更高层次的思维能力受到越来越多的关注。本研究将翻转学习应用于大学大班，以改善其主要弱点、学生的低参与度，并调查了自我调节和交易距离对学习投入的影响。本研究的参与者是 390 名就读于通识教育课程哲学思考的本科生在韩国的一所大型大学。对 2018 年秋季学期完成的在线调查的分析表明，自我调节影响了学习参与和交易互动。交易互动也影响了学习投入。此外，还发现交易距离在自我调节和学习投入之间的关系中起中介作用。也就是说，自我调节直接和间接地影响了学习投入。然而，学生过去的翻转学习经历并没有调节自我调节、交易互动和学习投入之间的关系。本研究的研究结果证实了自我调节和交易距离对于提高大型大学课堂学习参与度的重要性。最后，