Abstract
In the post-pandemic era, education has significantly transformed, moving from traditional face-to-face teaching to blended learning, which combines online and offline methods. Online education has emerged as a flexible and accessible alternative, especially during extraordinary circumstances such as pandemics. This shift has increased the demand for student-centered blended learning methodologies to address the limitations of conventional educational systems. The flipped classroom approach, a form of blended learning, is widely recognized in higher education as an effective pedagogical strategy. However, there is a lack of comprehensive tools to assess the motivation of design students in flipped classrooms. This study aims to investigate the factors influencing the motivation of design students in flipped classrooms and to develop a motivation scale for this purpose. The research aims to explore the factors affecting design students' motivation in a blended learning environment, with a particular focus on flipped classrooms. Our objective is to develop a reliable and validated motivation scale to assess the motivation of design students in such settings. This scale will aid in evaluating and enhancing the effectiveness of flipped classroom pedagogy within design education.
Author Information
Shen Qianhui, The Hong Kong Polytechnic University, Hong Kong SAR
Henry Ma, The Hong Kong Polytechnic University, Hong Kong SAR
KaYan Chung, The Hong Kong Polytechnic University, Hong Kong SAR
Yating Li, The Hong Kong Polytechnic University, Hong Kong SAR
Yuet Kai Chan, The Hong Kong Polytechnic University, Hong Kong SAR
Paper Information
Conference: KCE2024
Stream: Teaching Experiences
This paper is part of the KCE2024 Conference Proceedings (View)
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To cite this article:
Qianhui S., Ma H., Chung K., Li Y., & Chan Y. (2025) Flipped Classroom and Blended Learning: How Do They Affect Design Students’ Learning Motivation in the Post-pandemic Era? ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 493-502) https://doi.org/10.22492/issn.2759-7563.2024.38
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.38
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