Development of a personalized flipped learning system for promoting university students' information literacy, self-efficacy, and learning motivation : a comparative study

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.