{"title":"学生如何在翻转本科数学课程的课前准备?学习行为与成就目标影响的潜在特征分析","authors":"Zhiru Sun , Kui Xie","doi":"10.1016/j.iheduc.2020.100731","DOIUrl":null,"url":null,"abstract":"<div><p><span>Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perceived achievement goal orientations in a flipped undergraduate math class. Three distinctive types of pre-class learning profiles emerged from the study, including the </span><em>lecture-focused and low time-spent profile</em>, <em>lecture-quiz-balanced and average time-spent profile</em>, and <em>quiz-focused and high time-spent profile.</em> The results show that students' performance trajectories were significantly different among the three learning profiles. In addition, achievement goals significantly impacted the membership of the learning profiles, indicating students' perceived goal orientations shape their pre-class learning behaviors. The theoretical and instructional implications are discussed, and specific design suggestions were provided to improve students' pre-class preparedness in the flipped math classroom.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"46 ","pages":"Article 100731"},"PeriodicalIF":6.4000,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100731","citationCount":"24","resultStr":"{\"title\":\"How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals\",\"authors\":\"Zhiru Sun , Kui Xie\",\"doi\":\"10.1016/j.iheduc.2020.100731\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p><span>Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perceived achievement goal orientations in a flipped undergraduate math class. Three distinctive types of pre-class learning profiles emerged from the study, including the </span><em>lecture-focused and low time-spent profile</em>, <em>lecture-quiz-balanced and average time-spent profile</em>, and <em>quiz-focused and high time-spent profile.</em> The results show that students' performance trajectories were significantly different among the three learning profiles. In addition, achievement goals significantly impacted the membership of the learning profiles, indicating students' perceived goal orientations shape their pre-class learning behaviors. The theoretical and instructional implications are discussed, and specific design suggestions were provided to improve students' pre-class preparedness in the flipped math classroom.</p></div>\",\"PeriodicalId\":48186,\"journal\":{\"name\":\"Internet and Higher Education\",\"volume\":\"46 \",\"pages\":\"Article 100731\"},\"PeriodicalIF\":6.4000,\"publicationDate\":\"2020-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100731\",\"citationCount\":\"24\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Internet and Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1096751620300075\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751620300075","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals
Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perceived achievement goal orientations in a flipped undergraduate math class. Three distinctive types of pre-class learning profiles emerged from the study, including the lecture-focused and low time-spent profile, lecture-quiz-balanced and average time-spent profile, and quiz-focused and high time-spent profile. The results show that students' performance trajectories were significantly different among the three learning profiles. In addition, achievement goals significantly impacted the membership of the learning profiles, indicating students' perceived goal orientations shape their pre-class learning behaviors. The theoretical and instructional implications are discussed, and specific design suggestions were provided to improve students' pre-class preparedness in the flipped math classroom.
期刊介绍:
The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.