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Exploring the Effects of Blended Learning, Flipped Learning, and Online Remedial Teaching on Improving Students' Learning Performance and Motivation

Exploring the Effects of Blended Learning, Flipped Learning, and Online Remedial Teaching on Improving Students' Learning Performance and Motivation

Hsiao-Wen Chao, Chien-Chih Wu, Chia-Wen Tsai
Copyright: © 2021 |Volume: 17 |Issue: 3 |Pages: 17
ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781799859468|DOI: 10.4018/IJTHI.2021070107
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MLA

Chao, Hsiao-Wen, et al. "Exploring the Effects of Blended Learning, Flipped Learning, and Online Remedial Teaching on Improving Students' Learning Performance and Motivation." IJTHI vol.17, no.3 2021: pp.98-114. http://doi.org/10.4018/IJTHI.2021070107

APA

Chao, H., Wu, C., & Tsai, C. (2021). Exploring the Effects of Blended Learning, Flipped Learning, and Online Remedial Teaching on Improving Students' Learning Performance and Motivation. International Journal of Technology and Human Interaction (IJTHI), 17(3), 98-114. http://doi.org/10.4018/IJTHI.2021070107

Chicago

Chao, Hsiao-Wen, Chien-Chih Wu, and Chia-Wen Tsai. "Exploring the Effects of Blended Learning, Flipped Learning, and Online Remedial Teaching on Improving Students' Learning Performance and Motivation," International Journal of Technology and Human Interaction (IJTHI) 17, no.3: 98-114. http://doi.org/10.4018/IJTHI.2021070107

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Abstract

The maturation of digital and technological learning in recent years has prompted a global transformation of teaching approaches. The aim of this research is to effectively improve students' learning motivation and their performance of dance skills. Through a quasi-experimental research design, teaching research was conducted with four different teaching approaches including blended learning (BL), flipped learning (FL), online remedial teaching (ORT), and traditional teaching during an 18-week term. The subjects of study were 199 university students in four sections of a dance course. Analysis based on the research results shows that BL is significantly more effective than FL in improving the learning effects of students 'dance skills; it is also significantly more effective than ORT and traditional teaching in improving students' learning motivation, and student reaction to two aspects, “value” and “expectancy.” In addition, students receiving FL not only have better “task value” than students receiving ORT.

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