ERIC Number: EJ1139684
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 30
The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort
Lyons, Minna; Limniou, Maria; Schermbrucker, Ian; Hands, Caroline; Downes, John J.
Psychology Learning and Teaching, v16 n1 p36-46 Mar 2017
Previous research has found that the flipped classroom (i.e., learning prior to the lecture, and using the lecture time for consolidating knowledge) increases students' deep learning, and has an association with improved grades. However, not all students benefit equally from flipping the classroom, and there may be important individual differences that influence preference for different teaching styles. In the present study, undergraduate Psychology students (n = 200) answered questions about exam preparedness, learning goals, preference for the traditional or flipped classroom, and the Big Five of personality. We found that preference for the flipped classroom had a significant, positive association with agreeableness and the mastery goal. Preference for the traditional lecture was predicted by beliefs about exam preparedness. The results are discussed with a reference to the Big Five paradigm in the context of learning and teaching.
Descriptors: Psychology, Undergraduate Students, Behavioral Objectives, Blended Learning, Preferences, Personality Traits, Lecture Method, Individual Differences, Goal Orientation, Student Attitudes, Cohort Analysis, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)