Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

Sustainability

Dalibor Gonda¹  Gabriela Pavlovičová²  Anna Tirpáková²  Viliam Ďuriš² 

[1] Department of Mathematical Methods and Operations Research, Faculty of Management Science and Informatics, University of Žilina, 01026 Žilina, Slovakia;Department of Mathematics, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, 949 74 Nitra, Slovakia;

关键词: academic procrastination;    inverted (flipped) class;    motivation;    student support;    blended learning;   

DOI  :  10.3390/su13158668

来源: DOAJ

【 摘 要 】

The transfer of educational activities to the online environment within blended learning, which was also accelerated by the COVID-19 pandemic, increases the risk of growing student procrastination. This article describes the design of the flipped class, which is designed so that students are supported and motivated to continuously perform individual tasks. Great emphasis in the described design of the flipped classroom is placed on supporting students in their activities outside the classroom. It is in this part of blended learning that procrastination is a frequent cause of students’ failure, not just in mathematics. The effectiveness of our proposed inverted class design has been experimentally verified. Statistical analysis of the data showed that students had a statistically significant reduction in procrastination behavior during the course of the experiment. The proposed flipped classroom design has the potential to increase students’ self-regulatory skills, which has been reflected in a change in their approach to learning responsibilities. Students’ approach to online learning outside the classroom has changed, and thus their probability of successfully completing the combinatorics course has increased statistically significantly.

【 授权许可】

Unknown