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The Mediation of Engineering Students Academic Motivations and Subjectivities by Flipped Teaching.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Mediation of Engineering Students Academic Motivations and Subjectivities by Flipped Teaching./
Author:	Rubner, Geoffrey B.
Description:	1 online resource (263 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Ethnography. -
Online resource:	click for full text (PQDT)
ISBN:	9798382634074

The Mediation of Engineering Students Academic Motivations and Subjectivities by Flipped Teaching.
Rubner, Geoffrey B.

The Mediation of Engineering Students Academic Motivations and Subjectivities by Flipped Teaching. - 1 online resource (263 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--The University of Manchester (United Kingdom), 2023.

Includes bibliographical references

The Flipped Classroom has attracted increasing interest in Higher Education. Many studies have been published, each typically comparing a single Flipped Classroom with an equivalent one that uses non-flipped teaching approaches. The majority of these studies have based their analysis on measures such as exam scores and student satisfaction, and are based on survey results. Only a small minority of such studies can be found that have used a theoretical framework in their analysis. In this thesis, which uses a case study approach, I use Activity Theory to analyse the mediation of students' academic motivations and subjectivities by flipped teaching. The study was carried out during 2020-21, within a university engineering department, where I taught. An extensive literature search revealed that it is relatively rare to find Activity Theory used in studies of flipped classrooms at university level. Furthermore, at the time of writing, there appear to be no such studies involving engineering programmes.Initially, a single year-1 flipped course was planned to be used as the vehicle for the research. The original intention was to use ethnographic techniques for data collection, however, this had to be abandoned following the intervention of the global Covid-19 pandemic. The corresponding response of the university resulted in the conversion of almost all taught courses to an online flipped model. This necessitated a change to the methods used for collecting data, but it also provided an opportunity, by widening the arena for data collection across all modules and all undergraduate years. Instead of using ethnography, Q Methodology, supported by semi-structured interviews, was used to operantly identify and analyse learnersa€™ academic subjectivities and their relation to flipped teaching and learning.The results of the study support the hypothesis that flipped teaching approaches accentuate certain systemic contradictions in undergraduate engineering classrooms. This accentuation can be accounted for largely by the role-changes required of both learners and teachers in flipped classrooms. The results demonstrate that links can be drawn between the pedagogic tensions that arise from these contradictions, and learnersa€™ subjectivities and academic motivation.The results from the Q data revealed that learner subjectivities could be categorised broadly into one of three factors/dimensions, each characterised by different views, attitudes and dispositions to learning. Learners whose subjectivities align with one of these factors/dimensions, and who express a preference for collaborative/collective forms of learning, are more likely than others to be impacted by implementations of flipped classrooms that limit their relational agency.The findings also show that learnera€™s academic motivations are particularly sensitive to the implementation of the synchronous components of flipped classrooms. Furthermore, they show that students will almost always disengage temporarily from the weekly cycle of synchronous and asynchronous learning imposed by flipped classrooms. All these results are discussed in detail in the thesis.This study contributes to knowledge by making both theoretical and methodological contributions to the understanding of Flipped Classroom pedagogy in undergraduate engineering. A theoretical contribution is made by the use of Activity Theory to examine the origins and effects of tensions and contradictions experienced by learners within Flipped Classrooms. A methodological contribution is made by using Q methodology to operantly investigate learnersa€™ subjectivities under flipped learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382634074Subjects--Topical Terms:

1112077
Ethnography.
Index Terms--Genre/Form:

554714
Electronic books.

The Mediation of Engineering Students Academic Motivations and Subjectivities by Flipped Teaching.
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500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisor: Williams, Julian;Black, Laura.
502 $a Thesis (Ed.D.)--The University of Manchester (United Kingdom), 2023.
504 $a Includes bibliographical references
520 $a The Flipped Classroom has attracted increasing interest in Higher Education. Many studies have been published, each typically comparing a single Flipped Classroom with an equivalent one that uses non-flipped teaching approaches. The majority of these studies have based their analysis on measures such as exam scores and student satisfaction, and are based on survey results. Only a small minority of such studies can be found that have used a theoretical framework in their analysis. In this thesis, which uses a case study approach, I use Activity Theory to analyse the mediation of students' academic motivations and subjectivities by flipped teaching. The study was carried out during 2020-21, within a university engineering department, where I taught. An extensive literature search revealed that it is relatively rare to find Activity Theory used in studies of flipped classrooms at university level. Furthermore, at the time of writing, there appear to be no such studies involving engineering programmes.Initially, a single year-1 flipped course was planned to be used as the vehicle for the research. The original intention was to use ethnographic techniques for data collection, however, this had to be abandoned following the intervention of the global Covid-19 pandemic. The corresponding response of the university resulted in the conversion of almost all taught courses to an online flipped model. This necessitated a change to the methods used for collecting data, but it also provided an opportunity, by widening the arena for data collection across all modules and all undergraduate years. Instead of using ethnography, Q Methodology, supported by semi-structured interviews, was used to operantly identify and analyse learnersa€™ academic subjectivities and their relation to flipped teaching and learning.The results of the study support the hypothesis that flipped teaching approaches accentuate certain systemic contradictions in undergraduate engineering classrooms. This accentuation can be accounted for largely by the role-changes required of both learners and teachers in flipped classrooms. The results demonstrate that links can be drawn between the pedagogic tensions that arise from these contradictions, and learnersa€™ subjectivities and academic motivation.The results from the Q data revealed that learner subjectivities could be categorised broadly into one of three factors/dimensions, each characterised by different views, attitudes and dispositions to learning. Learners whose subjectivities align with one of these factors/dimensions, and who express a preference for collaborative/collective forms of learning, are more likely than others to be impacted by implementations of flipped classrooms that limit their relational agency.The findings also show that learnera€™s academic motivations are particularly sensitive to the implementation of the synchronous components of flipped classrooms. Furthermore, they show that students will almost always disengage temporarily from the weekly cycle of synchronous and asynchronous learning imposed by flipped classrooms. All these results are discussed in detail in the thesis.This study contributes to knowledge by making both theoretical and methodological contributions to the understanding of Flipped Classroom pedagogy in undergraduate engineering. A theoretical contribution is made by the use of Activity Theory to examine the origins and effects of tensions and contradictions experienced by learners within Flipped Classrooms. A methodological contribution is made by using Q methodology to operantly investigate learnersa€™ subjectivities under flipped learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Ethnography. $3 1112077
650 4 $a Flipped classroom. $3 1047638
650 4 $a Distance learning. $3 1437660
650 4 $a COVID-19. $3 1335291
650 4 $a Cultural anthropology. $3 1179959
650 4 $a Educational technology. $3 556755
650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
690 $a 0326
690 $a 0710
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Manchester (United Kingdom). $3 1213791
773 0 $t Dissertations Abstracts International $g 85-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31040131 $z click for full text (PQDT)