Development of a personalized flipped learning system for promoting university students' information literacy, self-efficacy, and learning motivation : a comparative study
Issued Date
2019
Copyright Date
2019
Resource Type
Language
eng
File Type
application/pdf
No. of Pages/File Size
ix, 90 leaves : ill.
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Mahidol University
Bibliographic Citation
Thesis (Ph.D. (Science and Technology Education))--Mahidol University, 2019
Suggested Citation
Chuthathip Srisuwan Development of a personalized flipped learning system for promoting university students' information literacy, self-efficacy, and learning motivation : a comparative study. Thesis (Ph.D. (Science and Technology Education))--Mahidol University, 2019. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/92224
Title
Development of a personalized flipped learning system for promoting university students' information literacy, self-efficacy, and learning motivation : a comparative study
Author(s)
Abstract
Technologies in the present world have grown rapidly. Accessing information in our common life has become more economical and convenient. Therefore, knowing and having Information Literacy (IL) skills is crucial for individuals, especially students in the twenty-first century. Therefore, there has been use of diagnostic system to analyze prior knowledge of individuals. It is a significant tool to assist individual students to receive their own guidance and improve the acquired skills. In addition, the flipped learning, which is an educational model driving students to learn in student-centric environment, has increasingly interested higher education stakeholders. Ubiquitous learning (u-learning) has been recognized by scholars as an effective approach to enhancing the value of instructional procedures. Consequently, in this study, a personalized u-learning support system to support a flipped classroom approach was developed and implemented in IL learning for higher education. The experiment was conducted with sixty-eight undergraduate students from the central part of Thailand by using a comparative study. The IL development, IL self-efficacy, and learning motivation data were collected by using tests and questionnaires. The results, in comparison to the conventional flipped classroom both within- and between-groups, show that the developed system could promote the students' IL performance, IL self-efficacy, and learning motivations.
Description
Science and Technology Education (Mahidol University 2019)
Degree Name
Doctor of Philosophy
Degree Level
Doctoral Degree
Degree Department
Institute for Innovative Learning
Degree Discipline
Science and Technology Education
Degree Grantor(s)
Mahidol University