Obstacles and Improvement Strategies in Implementing Flipped Classroom in Colleges

From the Perspective of Self-Determination Theory

Bibliographic Data

ID22010304
AuthorsXiaoping Mai (Lingnan Normal University), Lihong Liu (0000-0002-2653-038X, Lingnan Normal University)
Year2021
Volume11
Issue10
Pages513-521
Publication date2021-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAdvances in Applied Sociology (JOURNAL)
Journal identifiersISSN: 2165-4328 • E-ISSN: 2165-4336
PublisherScientific Research Publishing, Inc. (PUBLISHER)
DOI10.4236/aasoci.2021.1110045
OpenAlexW3210616663
LanguageEN
Citations received2
References cited12

The stimulation of students’ intrinsic motivation is an important factor in promoting the success of flipped classrooms. According to the theory of self-de- termination, colleges and teachers should break through the constraints of the social environment and start from the three dimensions of the technical environment, teacher teaching, and student learning to improve the quality of flipped classroom teaching. By constructing a technological environment which is conducive to students’ autonomous learning, carefully producing and designing micro-class videos, and establishing a supportive and harmonious teacher-student relationship, the basic psychological needs of students can be met, and the efficiency and effectiveness of flipped classrooms can be improved

Flipped Classroom · Flipped learning · Mathematics education · Pedagogy · Time perspective · Computer Science · Innovative Teaching Methods · Psychology · Social Psychology

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Open DOIOpen Access