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http://dx.doi.org/10.14352/jkaie.2016.20.4.341

Effects of Academic Emotion Regulation and Group Cohesiveness on Learning Satisfaction and Learning Interest in the University Flipped Learning  

Lee, Jeongmin (Ewha Womans University)
Jung, Yeonji (Ewha Womans University)
Park, HyeonKyeong (Ewha Womans University)
Cho, Boram (Ewha Womans University)
Publication Information
Journal of The Korean Association of Information Education / v.20, no.4, 2016 , pp. 341-356 More about this Journal
Abstract
The purpose of this study is to investigate the effects of academic emotion regulation and group cohesiveness on learning satisfaction and learning interest in the flipped learning at the university. In order to examine the purpose, this study applied a problem-solving classroom model to the flipped learning. 33 university students participated in the flipped learning activities for 9 weeks, and the data from them were used for multiple regression analysis. The results indicated that learners' academic emotion regulation did not affect learning satisfaction, and subjects' group cohesiveness influenced on learning satisfaction. Second, learners' academic emotion regulation did not affect learning interest, but their group cohesiveness had an impact on learning interest. This research has several implications with regard to suggesting the guidelines and conditions for the design and implementation of the flipped classroom at the university.
Keywords
Flipped Learning; Academic Emotion Regulation; Group Cohesiveness; Learning Satisfaction; Learning Interest;
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Times Cited By KSCI : 3  (Citation Analysis)
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