ENHANCING STUDENT ENGAGEMENT IN FLIPPED CLASSROOM USING AUTONOMY-SUPPORTIVE TEACHING

ENHANCING STUDENT ENGAGEMENT IN FLIPPED CLASSROOM USING AUTONOMY-SUPPORTIVE TEACHING

S. CHEAH, D. SALE (2019).  ENHANCING STUDENT ENGAGEMENT IN FLIPPED CLASSROOM USING AUTONOMY-SUPPORTIVE TEACHING. 13.

An education research project funded by the Singapore Ministry of Education Tertiary Education Fund entitled Enhancing Students’ Intrinsic Motivation: An Evidence-based Approach was recently undertaken by the second author, who is also the Principal Investigator; and a group of lecturers including the first author. The broad research questions focused on how students experience their learning when teachers use an Autonomy-supportive Style of teaching and employ Evidence-Based Practices and Principles in their teaching approach. A significant aim is to identify specific evidence-based strategies to enhance students’ active participation (agentic engagement) in both pre-class and in-class activities. This paper shares the results of the project by the first author in using autonomy supporting style of teaching to engage students in flipped classroom learning. The study used a mixed methods approach which includes survey questionnaire and focus group discussion of students, and lesson observation of the lecturers, as well as reflection journals by the lecturers. The result of this study showed that both an autonomy-supportive style of teaching and cognitive scientific principles of learning employed by the first author had positively impacted student engagement and self-efficacy. The qualitative data was particularly revealing in terms of how students experience their teachers in terms of the range of instructional and teacher behaviours that are most impactful. Outcomes from the rest of the research team, which cut across a range of disciplines and in different contexts, show similar findings. As such, a compelling case can be made for utilizing the approach employed and the area is rich for further research to delineate more specific aspects of practices that can positively enhance the subjective experience of students’ learning in the context of intrinsic motivation. 

Authors (New): 
Sin-Moh CHEAH
Dennis SALE
Pages: 
13
Affiliations: 
Singapore Polytechnic, Singapore
Keywords: 
Autonomy supporting
cognitive scientific principles
Student engagement
CDIO Standard 10
Year: 
2019
Reference: 
Amoura, C., Berjot, S., Gillet, N., Caruana, S., Cohen, J. & Finez, L. (2015). Autonomy-Supportive and Controlling Styles of Teaching: Opposite or Distinct Teaching Styles? Swiss Journal of Psychology, Vol. 74 (3), pp.141-158: 
Bandura, A., (2006). Guide for Constructing Self-Efficacy Scales, in Self-Efficacy Beliefs of Adolescents, Information Age Publishing, pp.307-337: 
Butler, D.L. & Winne, P.H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis, Review of Educational Research, Vol.65, pp.245-281: 
Cheah, S.M., Sale, D. & Lee, H.B. (2016). Flipping a Chemical Engineering Module using an Evidencebased Teaching Approach, Proc. of the 12th International CDIO Conference, June 12-16; Turku University of Applied Science, Turku, Finland: 
Cheah, S.M. & Sale, D. (2017). Pedagogy for Evidence-based Flipped Classroom – Part 3: Evaluation, Proc. of the 13th International CDIO Conference, June 18-22; University of Calgary, Alberta, Canada: 
Cheah, S.M., Wong, Y. & Yang, K. (2019). A Model to Explicitly Teach Self-Directed Learning to Chemical Engineering Students, paper prepared for the 15th International CDIO Conference, June 24- 28; Aarhus University, Aarhus, Denmark: 
Deci, E. L. & Ryan, R. M. (2002). Handbook of Self-Determination Research. The University of Rochester Press, Rochester, N.Y.: 
Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory, Aldine, Chicago: 
Grbich, C. (2013). Qualitative Data Analysis: An Introduction, Sage, London: 
Hattie, J. (2009). Visible Learning, Routledge, New York: 
Jang, H.S., Kim, E.J. & Reeve, J. (2016). Why Students Become More Engaged or More Disengaged during the Semester: A Self-Determination Theory Dual-Process Model, Learning and Instruction, 43 pp.27-38: 
Jonsson, A. (2013). Facilitating Productive Use of Feedback in Higher Education, Active Learning in Higher Education, Vol.14, pp.63-76: 
Kuh, G.D. (2003). What We’re Learning about Student Engagement from NSSE, Change, 35, pp.24-31: 
Kusurkar, R.A., Croiset, G. & Ten Cate, O.T.J. (2011). Twelve Tips to Stimulate Intrinsic Motivation in Students through Autonomy-Supportive Classroom Teaching derived from Self-Determination Theory, Medical Teacher, Vol.33, pp.978-982: 
Lincoln, Y. S. (1990). The Making of a Constructivist: A Remembrance of Transformations Past. In E.G. Guba (Ed.), The Paradigm Dialog. Sage, London: 
Murray, M., Pérez, J., Geist, D., & Hedrick, A. (2012). Student Interaction with Online Course Content: Build It and They Might Come, Journal of Information Technology Education Research, Vol.11, pp.125- 140: 
Murray, M., Pérez, J., Geist, D. & Hedric, A. (2013). Student Interaction with Content in Online and Hybrid Courses: Leading Horses to the Proverbial Water, International Journal of an Emerging Transdiscipline, Vol.16, pp.99-115: 
Petty, G. (2009). Evidence-based Teaching: A Practical Approach, Nelson Thornes, Cheltenham: 
Petty, G., (2015). Resources provided on Geoff Petty Homepage, at http://geoffpetty.com/. Accessed on October 24, 2018: 
Pienta, N.J. (2016). A “Flipped Classroom” Reality Check, Journal of Chemical Education, Vol.93(1), pp.1-2: 
Reeve, J. (2006). Teachers as Facilitators: What Autonomy-Supportive Teachers Do and Why Their Students Benefit, The Elementary School Journal, Vol.106, No.3, pp.225-236: 
Reeve, J. (2009). Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive, Educational Psychologist, 44, pp.159-175: 
Reeve, J. & Tseng, C.M. (2011). Agency as a Fourth Aspect of Students’ Engagement during Learning Activities, Contemporary Educational Psychology, Vol.36, pp.256-267: 
Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In S, L. Christenson, A. L. Reschly, C. Wylie (Eds.) Handbook of Research on Student Engagement. Springer, New York: 
Reeve, J. (2013). How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement, Journal of Educational Psychology, Vol.105, No.3, pp.579-595: 
Reeve, J. (2015). Giving and Summoning Autonomy Support in Hierarchical Relationships. Social and Personality Psychology Compass 9/8, pp.406-418.: 
Reeve, J. (2016). Autonomy-Supportive Teaching: What it is, How to do it. In Building Autonomous Learners, Liu, W.C. et al (eds.), pp.129-152; New York: Springer: 
Reeve, J., Bolt, E. & Cai, Y. (1999). Autonomy-Supportive Teachers: How They Teach and Motivate Students, Journal of Educational Psychology, Vol.91, No.3, pp.537-548: 
Reeve, J., Deci, E.L. & Ryan, R.M. (2004). Self-determination Theory: A Dialectical Framework for Understanding Sociocultural Influences on Student Motivation, Big Theories Revised, pp.31-60: 
Ryan, R.M., & Deci, E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, Vol. 25, pp.54-67: 
Ryan, R.M. & Deci, E.L. (2017). Self Determination Theory: Basic Needs in Motivation, Development, and Wellness. The Guilford Press, New York: 
Sale, D. (2015). Creative Teaching: An Evidence-based Approach, Springer, New York: 
Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. Temple Smith, London: 
Schön, D.A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. Jossey-Bass, San Francisco: 
Straw, S., Quinlan, O., Harland, J., & Walker, M. (2015). Flipped Learning Research Report, National Foundation for Educational Research (NFER) and NESTA: 
Vansteenkiste, M., Aelterman, N., De Muynck, G., Haerens, L., Patall, E. & Reeve, J. (2018). Fostering Personal Meaning and Self-Relevance: A Self-Determination Theory Perspective on Internalization, Journal of Experimental Education, Vol.86, No.1, pp.30-49: 
von Konsky, B.R., Ivins, J., & Gribble, S.J. (2009). Lecture Attendance and Web-based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns, Australasian Journal of Educational Technology, 25(4), pp.581-595: 
Williams, G.C., & Deci, E.L. (1996). Internalization of Biopsychosocial Values by Medical Students: A Test of Self-Determination Theory, Journal of Personality and Social Psychology, Vol.70, pp.767-779: 
Willingham, D.T. (2009). Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. Jossey-Bass, San Francisco: 
Winstone, N.E., Nash, N.A., Parker, M. & Rowntree, J. (2016). Supporting Learner’s Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes, Educational Psychologist, 0(0), pp.1-21: 
Go to top