000108401 001__ 108401
000108401 005__ 20230519145443.0
000108401 0247_ $$2doi$$a10.1080/07294360.2021.1937067
000108401 0248_ $$2sideral$$a124977
000108401 037__ $$aART-2021-124977
000108401 041__ $$aeng
000108401 100__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000108401 245__ $$aFacilitating self-efficacy in university students: an interactive approach with Flipped Classroom
000108401 260__ $$c2021
000108401 5060_ $$aAccess copy available to the general public$$fUnrestricted
000108401 5203_ $$aThe aim of this study is to investigate the perceived self-efficacy of university students after experiencing several Flipped Classroom sessions at different time points: prior to the outbreak of the COVID-19 pandemic (onsite instruction) and after confinement at home (online instruction). The study's methodology followed a quantitative approach in which a total of 376 university students who had experienced the Flipped Learning sessions completed a general self-efficacy questionnaire. The results showed that the perceived self-efficacy is influenced by the academic year in which the students are enrolled, the modality in which the Flipped Classroom experience has been implemented (online or onsite) and the predisposition to innovation. In terms of practical implications, the Flipped Classroom applied in online formats could be a highly useful resource for designing active learning environments in which university students could improve their sense of self-efficacy. Consequently, their expectations and academic performance could also be improved.
000108401 536__ $$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-020
000108401 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000108401 590__ $$a2.849$$b2021
000108401 592__ $$a1.435$$b2021
000108401 594__ $$a5.6$$b2021
000108401 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b98 / 270 = 0.363$$c2021$$dQ2$$eT2
000108401 593__ $$aEducation$$c2021$$dQ1
000108401 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000108401 700__ $$aSuárez, Cristina
000108401 700__ $$aQuiroga, Sonia
000108401 700__ $$0(orcid)0000-0002-3649-4984$$aAnzano-Oto, Silvia$$uUniversidad de Zaragoza
000108401 700__ $$0(orcid)0000-0003-0898-0480$$aLira-Rodríguez, Eva$$uUniversidad de Zaragoza
000108401 700__ $$0(orcid)0000-0002-9557-4191$$aSalamanca-Villate, Annabella$$uUniversidad de Zaragoza
000108401 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000108401 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000108401 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000108401 773__ $$g41, 5 (2021), 1603-1617$$pHIGHER EDUCATION RESEARCH & DEVELOPMENT$$tHIGHER EDUCATION RESEARCH & DEVELOPMENT$$x0729-4360
000108401 8564_ $$s333792$$uhttps://zaguan.unizar.es/record/108401/files/texto_completo.pdf$$yPostprint
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000108401 909CO $$ooai:zaguan.unizar.es:108401$$particulos$$pdriver
000108401 951__ $$a2023-05-18-14:36:06
000108401 980__ $$aARTICLE