Obstacles and Improvement Strategies in Implementing Flipped Classroom in Colleges: From the Perspective of Self-Determination Theory
- 1 School of Foreign Studies, Lingnan Normal University, Zhanjiang, China
- 2 School of Foreign Studies, Lingnan Normal University, Zhanjiang, China
Abstract
The stimulation of students’ intrinsic motivation is an important factor in promoting the success of flipped classrooms. According to the theory of self-de - termination, colleges and teachers should break through the constraints of the social environment and start from the three dimensions of the technical environment, teacher teaching, and student learning to improve the quality of flipped classroom teaching. By constructing a technological envi ronment which is conducive to students’ autonomous learning, carefully pro ducing and designing micro-class videos, and establishing a supportive and harmonious tea cher-student relationship, the basic psychological needs of stu dents can be met, and the efficiency and effectiveness of flipped classrooms can be improved.
- Abeysekera, L., & Dawson, P. (2015). Motivation and Cognitive Load in the Flipped Classroom: Definition, Rational and a Call for Research. Higher Education Research & Development, 34, 1-14. https://doi.org/10.1080/07294360.2014.934336
- Chen, Y., Hu, F. G., Liu, Y. Q., & Liu, J. L. (2016). Thinking about the Contradictory Relationship Caused by Flipped Classroom. Modern Educational Technology, 26, 71-76.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer. https://doi.org/10.1007/978-1-4899-2271-7
- Fang, Y. Y. (2014). Research on the Online Support Environment of Flipped Classroom— Taking Khan Academy Online Platform as an Example. Journal of Distance Education, 6, 41-48.
- Gagne, M., & Deci, W. L. (2005). Self-Determination Theory and Work Motivation. Journal of Organizational Behavior, 26, 331-362. https://doi.org/10.1002/job.322
- Hu, F., Cai, X., & Zhang, X. (2019). A Flipped Classroom Designed for the Teaching of “Network Equipment Configuration and Management”. Open Journal of Social Sciences, 7, 201-208. https://doi.org/10.4236/jss.2019.75016
- Khayat, M., Hafezi, F., Asgari, P., & Shoushtari, M. T. (2020). Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-Solving Learning and Self-Determination among University Students. Journal of Medical Education, 19, Article ID: e110069. https://doi.org/10.5812/jme.110069
- Li, M. L. (2013). The Characteristics of MOOCs and the Principles of Instructional Design. Educational Research of Tsinghua University, 34, 13-21.
- Li, Y. (2014). Rational Thinking on China’s Craze for Flipped Classrooms. Teaching Material and Teaching Method, 34, 18-23.
- Lo, C. K., & Hew, K. F. (2017). A Critical Review of Flipped Classroom Challenges in K-12 Education: Possible Solutions and Recommendations for Future Research. Research and Practice in Technology Enhanced Learning, 12, Article No. 4. https://doi.org/10.1186/s41039-016-0044-2
- Miao, J. M., & Wang, Q. (2015). Flipped Classroom in Colleges and Universities: Status Quo, Effectiveness and Challenges-Based on a Survey of Practical Frontline Teachers. Open Education Research, 21, 74-82.
- Pass, M., & Wayne, A. N. (2014). Student Effort: The Influence of Relatedness, Competence and Autonomy. Academy of Educational Leadership Journal, 18, 1-12.