Exploring the Effectiveness of a Flipped Classroom Based on Control-Value Theory: A Case Study

Abstract

Flipped classroom is a newly emerged video-lecture-supported teaching approach that aims to improve learning outcomes and teaching effects though students’ self-regulated learning after class, teachers’ assistance and interaction during class. In this paper, we explored the effectiveness of a flipped-classroom Java Programming course based on control-value theory in a university of China. The specific goal of this case study was to explore students’ achievement emotion in this flipped classroom setting and explore the correlation among the given factors. Adopting a mixed method, this study collected data on students’ Java self-efficacy (control), motivation (value), achievement emotion, self-regulated learning ability learning outcomes as well as open questions about attitudes and suggestions to flipped classroom. And students’ learning outcome was multi-dimension evaluated, including self-reports after each project, assignments, online activities participate and final exam. The findings showed that the control-value theory could explain the effectiveness of the flipped classroom well. In addition, implications were also concluded from this study.