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Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors

Author

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  • Suhkyung Shin

    (Department of Education, Hanyang University, Seoul 04763, Korea)

  • Kyungbin Kwon

    (School of Education, Indiana University, Bloomington, IN 47405, USA)

  • Jiyoon Jung

    (College of Education & Human Services, Valdosta State University, Valdosta, GA 31698, USA)

Abstract

The purpose of this study was to examine how team process factors relate to students’ self-efficacy, attitude, and learning satisfaction in flipped learning. Since lone-wolf students tend to have little patience for the group work process and exhibit a lack of organizational commitment, this study also explores how students’ preferences for collaborative work or individual work affect their self-efficacy, attitude, and learning satisfaction in a flipped classroom. The participants were thirty-four undergraduate students enrolled in a consumer behavior course offered by a school of business at a university in Seoul, South Korea. Data were collected through surveys that measured team process, lone-wolf tendencies, self-efficacy, and attitude during the course. The results show the factor of team trust had a significant negative correlation with the lone-wolf measure but a positive correlation with responsibility, communication, cognitive and social competency, and self-efficacy. Moreover, communication and responsibility were positive predictors of self-efficacy and attitude. These results imply the usefulness of identifying critical variables of individual difference, such as lone-wolf tendencies, that could lead to both dysfunctional team process and low outcomes. Based on the results, this study provides implications for structuring and managing team projects in a higher education setting.

Suggested Citation

  • Suhkyung Shin & Kyungbin Kwon & Jiyoon Jung, 2022. "Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors," Sustainability, MDPI, vol. 14(12), pages 1-12, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:12:p:7173-:d:836595
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    References listed on IDEAS

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    1. Sandi Findlay-Thompson & Peter Mombourquette, 2014. "Evaluation Of A Flipped Classroom In An Undergraduate Business Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 63-71.
    2. Kiffin-Petersen, Sandra, 2004. "Trust: A Neglected Variable in Team Effectiveness Research," Journal of Management & Organization, Cambridge University Press, vol. 10(1), pages 38-53, January.
    3. Adam Butt, 2014. "Student Views On The Use Of A Flipped Classroom Approach: Evidence From Australia," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 33-43.
    4. Gowri Shankar, Premila & Seow, Jean Lin, 2010. "The association between accounting students’ lone wolf tendencies and their perceptions, preferences and performance outcomes in team projects," Journal of Accounting Education, Elsevier, vol. 28(2), pages 75-84.
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