Facilitating self-efficacy in university students: an interactive approach with Flipped Classroom
Latorre-Cosculluela, Cecilia (Universidad de Zaragoza) ; Suárez, Cristina ; Quiroga, Sonia ; Anzano-Oto, Silvia (Universidad de Zaragoza) ; Lira-Rodríguez, Eva (Universidad de Zaragoza) ; Salamanca-Villate, Annabella (Universidad de Zaragoza)
Resumen: The 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.
Idioma: Inglés
DOI: 10.1080/07294360.2021.1937067
Año: 2021
Publicado en: HIGHER EDUCATION RESEARCH & DEVELOPMENT 41, 5 (2021), 1603-1617
ISSN: 0729-4360
Factor impacto JCR: 2.849 (2021)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 98 / 270 = 0.363 (2021) - Q2 - T2
Factor impacto CITESCORE: 5.6 - Social Sciences (Q1)
Factor impacto SCIMAGO: 1.435 - Education (Q1)
Financiación: info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-020
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Psicología Social (Dpto. Psicología y Sociología)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2023-05-18-14:36:06)
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Idioma: Inglés
DOI: 10.1080/07294360.2021.1937067
Año: 2021
Publicado en: HIGHER EDUCATION RESEARCH & DEVELOPMENT 41, 5 (2021), 1603-1617
ISSN: 0729-4360
Factor impacto JCR: 2.849 (2021)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 98 / 270 = 0.363 (2021) - Q2 - T2
Factor impacto CITESCORE: 5.6 - Social Sciences (Q1)
Factor impacto SCIMAGO: 1.435 - Education (Q1)
Financiación: info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-020
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Psicología Social (Dpto. Psicología y Sociología)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2023-05-18-14:36:06)
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Este artículo se encuentra en las siguientes colecciones:
Articles > Artículos por área > Didáctica de las Ciencias Experimentales
Articles > Artículos por área > Didáctica y Organización Escolar
Articles > Artículos por área > Psicología Social
Record created 2021-11-15, last modified 2023-05-19