Introduction
Flipped classrooms
Student activity clusters
Temporality and activity patterns
Student characteristics
Self-regulated learning in the FC
Motivation
The present study
Method
Participants and educational context
Participants
Educational context
Measures
Preparatory activities
Course performance
Student characteristics
Data analysis
Results
Student activity clusters
Time point | Proportion (%) and number of students | ||
---|---|---|---|
Strategic | Low activity | Intensive | |
T1 | 10.9% n = 19 | 57.5% n = 100 | 31.6% n = 55 |
T2 | 8% n = 14 | 53.4% n = 93 | 38.5% n = 67 |
T3 | 2.9% n = 5 | 71.3% n = 124 | 25.9% n = 45 |
T1 | T2 | T3 | |
---|---|---|---|
M (SD) | M (SD) | M (SD) | |
Self-regulation | |||
Strategic | – | 5.19 (0.76) | – |
Low Activity | – | 4.52 (0.62) | – |
Intensive | – | 5.00 (0.66) | – |
Extrinsic motivation | |||
Strategic | 2.82 (0.66) | 2.59 (0.77) | 3.10 (0.82) |
Low Activity | 2.85 (0.65) | 2.95 (0.69) | 2.88 (0.72) |
Intensive | 2.75 (0.53) | 2.86 (0.79) | 2.61 (0.79) |
Intrinsic motivation | |||
Strategic | 4.24 (0.66) | 4.27 (0.65) | 4.00 (1.17) |
Low Activity | 3.82 (0.65) | 3.70 (0.69) | 3.59 (0.81) |
Intensive | 4.19 (0.61) | 3.98 (0.60) | 4.01 (0.81) |
Preparatory activity patterns
Cluster membership | Pattern name | n | Exam Grade | Self-regulation | ||
---|---|---|---|---|---|---|
T1 | T2 | T3 | M (SD) | M (SD) | ||
L | L | L | Low activity | 71 | 5.43 (1.41) | 4.47 (0.64) |
L | I | L | Middle peak | 11 | 6.90 (1.38) | 4.53 (0.49) |
I | L | L | Initial peak | 10 | 5.14 (1.02) | 4.57 (0.73) |
I | I | L | End drop | 18 | 6.73 (1.48) | 4.73 (0.32) |
I | I | I | Intensive | 18 | 7.28 (1.55) | 5.23 (0.53) |
Course performance
Comparisons | Mean difference (SD) |
---|---|
Low activity × middle peak | − 1.47** (0.49) |
Low activity × end drop | − 1.30** (0.36) |
Low activity × intensive | − 1.85*** (0.36) |
Middle peak × initial peak | 1.75* (0.61) |
Initial peak × end drop | − 1.59* (0.56) |
Initial peak × intensive | − 2.14** (0.55) |