Impact of student’s goal orientation in a flipped learning environment

School of Engineering & Advanced Technology, Massey University
Publication Type:
Conference Proceeding
Proceedings of the 25th Annual Conference of the Australasian Association for Engineering Education, 2014, pp. ? - ? (9)
Issue Date:
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BACKGROUND Flipped instruction is a form of blended learning that typically encompasses the use of technology to move instruction and preparation outside the classroom. This facilitates the use of ‘in class’ time for more participative learning activities. These activities should require students to interact and collaborate to improve both their learning and their learning experience. Many researchers have highlighted issues of importance to designing learning activities including student behaviour, assessment, student self-efficacy and goal orientation and the importance of dialogue and feedback for learning. PURPOSE In this paper we explore these themes in the context of a flipped instruction environment for different types of students: those with a learning mastery orientation, those focussed on grade achievement and a subset of grade achievement students - those who struggled to pass. APPROACH Student perceptions of flipped instruction were investigated through survey responses, observations and focus group discussion. In particular, students were asked to explain the impact of the flipped activities on their learning experience including how they approached their studies or managed their time. OUTCOMES Students reported liking flipped instruction compared to the more traditional lecture style delivery format. Most students believe that it had a positive impact on their learning experience and promoted them to become more independent and responsible learners. The main finding that emerged from the interviews and focus group was how the student’s goal orientation affected their engagement with the learning opportunities provided. CONCLUSIONS The authors present a model showing potential pathways for a change in goal orientation prompted by the quality of assessment and learning design. We found evidence to support our theory that a student’s orientation can be changed temporarily by the quality of the learning opportunity provided and in particular how it is assessed. We recommend that instructors develop learning activities that challenge students to develop their understanding from multiple perspectives and assessments that require them to apply this understanding in different contexts. Such activities and assessments will act as an initial step in promoting students’ adoption of a mastery approach to their learning.
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