Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course

Introduction. Various educational institutes follow various approaches to teaching-learning. Compared to the conventional learning approach, a flipped learning/inverted classroom approach was chosen to test students’ variability in academic performance and level of motivation through the ARCS model...

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Autores principales:	Rubina Dutta, Archana Mantri, Gurjinder Singh, Shivani Malhotra, Amit Kumar
Formato:	article
Lenguaje:	RU
Publicado:	National Research Mordova State University 2020
Materias:	active learning flipped learning digital electronics the motivational model traditional approach millenial learners Education L
Acceso en línea:	https://doaj.org/article/13de9ff3d13d42639dcc6683a488d85a
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spelling	oai:doaj.org-article:13de9ff3d13d42639dcc6683a488d85a2021-12-02T11:17:00ZImpact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course10.15507/1991-9468.100.024.202003.453-4642308-10581991-9468https://doaj.org/article/13de9ff3d13d42639dcc6683a488d85a2020-09-01T00:00:00Zhttp://edumag.mrsu.ru/index.php/en/articles-en/97-20-3/841-10-15507-1991-9468-100-024-202003-6https://doaj.org/toc/2308-1058https://doaj.org/toc/1991-9468Introduction. Various educational institutes follow various approaches to teaching-learning. Compared to the conventional learning approach, a flipped learning/inverted classroom approach was chosen to test students’ variability in academic performance and level of motivation through the ARCS model (attention, significance, confidence, satisfaction). Materials and Methods. Keller’s Motivation Survey of Instructional Materials was selected to assess the effect (in terms of motivation) of the flipped approach on the students. Keller’s ARCS motivation model was the basis for this survey which includes four motivational factors: attention, significance, confidence, and satisfaction. The multiple-choice test was conducted to measure the students’ academic performance. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference. Discussion and Conclusion. The researchers’ key goal, according to previous reports, is to integrate various teaching-learning approaches in primary, secondary, k-12, etc.; engineering education has yet to be explored. The research aims to determine the level of academic achievement and motivation of the second year B. E. students for digital electronics course in the flipped learning approach as opposed to conventional teaching approach. The results can be bettered by incorporating parameters such as students’ perception, learning attitude, critical thinking skills, etc.Rubina DuttaArchana MantriGurjinder SinghShivani MalhotraAmit KumarNational Research Mordova State Universityarticleactive learningflipped learningdigital electronicsthe motivational modeltraditional approachmillenial learnersEducationLRUИнтеграция образования, Vol 24, Iss 3, Pp 453-464 (2020)
institution	DOAJ
collection	DOAJ
language	RU
topic	active learning flipped learning digital electronics the motivational model traditional approach millenial learners Education L
spellingShingle	active learning flipped learning digital electronics the motivational model traditional approach millenial learners Education L Rubina Dutta Archana Mantri Gurjinder Singh Shivani Malhotra Amit Kumar Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course
description	Introduction. Various educational institutes follow various approaches to teaching-learning. Compared to the conventional learning approach, a flipped learning/inverted classroom approach was chosen to test students’ variability in academic performance and level of motivation through the ARCS model (attention, significance, confidence, satisfaction). Materials and Methods. Keller’s Motivation Survey of Instructional Materials was selected to assess the effect (in terms of motivation) of the flipped approach on the students. Keller’s ARCS motivation model was the basis for this survey which includes four motivational factors: attention, significance, confidence, and satisfaction. The multiple-choice test was conducted to measure the students’ academic performance. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference. Discussion and Conclusion. The researchers’ key goal, according to previous reports, is to integrate various teaching-learning approaches in primary, secondary, k-12, etc.; engineering education has yet to be explored. The research aims to determine the level of academic achievement and motivation of the second year B. E. students for digital electronics course in the flipped learning approach as opposed to conventional teaching approach. The results can be bettered by incorporating parameters such as students’ perception, learning attitude, critical thinking skills, etc.
format	article
author	Rubina Dutta Archana Mantri Gurjinder Singh Shivani Malhotra Amit Kumar
author_facet	Rubina Dutta Archana Mantri Gurjinder Singh Shivani Malhotra Amit Kumar
author_sort	Rubina Dutta
title	Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course
title_short	Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course
title_full	Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course
title_fullStr	Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course
title_full_unstemmed	Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course
title_sort	impact of flipped learning approach on students motivation for learning digital electronics course
publisher	National Research Mordova State University
publishDate	2020
url	https://doaj.org/article/13de9ff3d13d42639dcc6683a488d85a
work_keys_str_mv	AT rubinadutta impactofflippedlearningapproachonstudentsmotivationforlearningdigitalelectronicscourse AT archanamantri impactofflippedlearningapproachonstudentsmotivationforlearningdigitalelectronicscourse AT gurjindersingh impactofflippedlearningapproachonstudentsmotivationforlearningdigitalelectronicscourse AT shivanimalhotra impactofflippedlearningapproachonstudentsmotivationforlearningdigitalelectronicscourse AT amitkumar impactofflippedlearningapproachonstudentsmotivationforlearningdigitalelectronicscourse
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Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course

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