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Understanding Help-Seeking Behavior of Students’ in a Flipped Classroom: A Structural Equation Modeling Approach

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Educational Media and Technology Yearbook

Part of the book series: Educational Media and Technology Yearbook ((EMTY,volume 40))

Abstract

Help-seeking has long been recognized as an important self-regulated learning strategy that is associated with students’ academic goals and achievement. Although help-seeking is an important learning strategy that impacts achievement, not every student uses the strategy. The present research uses a structural equation modeling approach to examine college students’ self-reported help-seeking behavior in a flipped classroom. The findings indicate a significant influence of instructor support for help-seeking, relatedness with peers, and personal achievement goal orientations on students’ intentions to seek help and their preferences for the type of the help they prefer. Additionally, indirect effects mediated by the perceived costs and benefits of help-seeking were observed. The paper concludes with practical implications on promoting help-seeking in online environments.

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  1. Learning, Design, and Technology, The University of Georgia, 116 River’s Crossing, Athens, GA, 30602-4809, USA

    Erkan Er & Michael Orey

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  1. Erkan Er
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  1. Learning, Design, and Technology, The University of Georgia, Athens, Georgia, USA

    Michael Orey

  2. Learning, Design, and Technology, The University of Georgia, Athens, Georgia, USA

    Robert Maribe Branch

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Er, E., Orey, M. (2017). Understanding Help-Seeking Behavior of Students’ in a Flipped Classroom: A Structural Equation Modeling Approach. In: Orey, M., Branch, R. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 40. Springer, Cham. https://doi.org/10.1007/978-3-319-45001-8_5

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  • DOI: https://doi.org/10.1007/978-3-319-45001-8_5

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