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Factors Impacting University Student Satisfaction in Flipped Classroom: A Case study of a Public University in Yunnan Province;China |
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| รหัสดีโอไอ | |
| Creator | YaoXu Guo |
| Title | 1. Factors Impacting University Student Satisfaction in Flipped Classroom: A Case study of a Public University in Yunnan Province 2. China |
| Publisher | Graduate School of Business and Advanced Technology Management Assumption University Thailand |
| Publication Year | 2568 |
| Journal Title | ABAC ODI Journal Vision. Action. Outcome |
| Journal Vol. | 13 |
| Journal No. | 1 |
| Page no. | 280-301 |
| Keyword | Flipped Classroom, Teacher-Student Interaction, Student Engagement, Self-Efficacy, Support Services, Adoption Intention, Student Satisfaction |
| URL Website | https://assumptionjournal.au.edu/index.php/odijournal/index |
| Website title | ABAC ODI Journal Vision. Action.Outcome |
| ISSN | 2408-2058 |
| Abstract | Student satisfaction is an important factor to improve flipped classroom teaching effect. This study focuses on the effects of teacher-student interaction; student engagement; self-efficacy; support services and adoption intention on student satisfaction in flipped classroom. This study was conducted in a public university in Yunnan Province; with 332 students as the survey objects; and 30 students were selected to participate in strategic planning. The research adopts a mixed research method combining quantitative and qualitative. Quantitative data is obtained through questionnaire survey for statistical analysis; and qualitative data is obtained through interview survey for qualitative analysis. The results of multiple linear regression showed that teacher-student interaction (P < 0.001; ?=0.3643); student engagement (P = 0.033; ?=0.1218); self-efficacy (P = 0.01; ?=0.1539); support service (P < 0.001; ?=0.2095)had a significant positive correlation with flipped classroom student satisfaction; while adoption intention (P = 0.115; ?=0.810) had no significant correlation with satisfaction. At the same time; the paired sample T-test and interview survey results of variable data before and after the strategic plan show that improving the quality of teacher-student interaction and student participation; improving students' self-efficacy; and optimizing learning support services will improve students' satisfaction with flipped classroom learning and improve the actual effect of flipped classroom. |
