Setting up a flipped classroom design to reduce student academic procrastination

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F21%3A63531718" target="_blank" >RIV/70883521:28150/21:63531718 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/13/15/8668" target="_blank" >https://www.mdpi.com/2071-1050/13/15/8668</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su13158668" target="_blank" >10.3390/su13158668</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Setting up a flipped classroom design to reduce student academic procrastination

Popis výsledku v původním jazyce

The transfer of educational activities to the online environment within blended learning, which was also accelerated by the COVID-19 pandemic, increases the risk of growing student procrastination. This article describes the design of the flipped class, which is designed so that students are supported and motivated to continuously perform individual tasks. Great emphasis in the described design of the flipped classroom is placed on supporting students in their activities outside the classroom. It is in this part of blended learning that procrastination is a frequent cause of students’ failure, not just in mathematics. The effectiveness of our proposed inverted class design has been experimentally verified. Statistical analysis of the data showed that students had a statistically significant reduction in procrastination behavior during the course of the experiment. The proposed flipped classroom design has the potential to increase students’ self-regulatory skills, which has been reflected in a change in their approach to learning responsibilities. Students’ approach to online learning outside the classroom has changed, and thus their probability of successfully completing the combinatorics course has increased statistically significantly.

Název v anglickém jazyce

Setting up a flipped classroom design to reduce student academic procrastination

Popis výsledku anglicky

The transfer of educational activities to the online environment within blended learning, which was also accelerated by the COVID-19 pandemic, increases the risk of growing student procrastination. This article describes the design of the flipped class, which is designed so that students are supported and motivated to continuously perform individual tasks. Great emphasis in the described design of the flipped classroom is placed on supporting students in their activities outside the classroom. It is in this part of blended learning that procrastination is a frequent cause of students’ failure, not just in mathematics. The effectiveness of our proposed inverted class design has been experimentally verified. Statistical analysis of the data showed that students had a statistically significant reduction in procrastination behavior during the course of the experiment. The proposed flipped classroom design has the potential to increase students’ self-regulatory skills, which has been reflected in a change in their approach to learning responsibilities. Students’ approach to online learning outside the classroom has changed, and thus their probability of successfully completing the combinatorics course has increased statistically significantly.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sustainability

ISSN

2071-1050

e-ISSN

—

Svazek periodika

13

Číslo periodika v rámci svazku

15

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

14

Strana od-do

—

Kód UT WoS článku

000682168000001

EID výsledku v databázi Scopus

2-s2.0-85112086649