FLIPPED CLASSROOM ACTIVITIES VIA ONLINE MEDIA TO DEVELOPMENT SELF-DIRECTED LEARNING OF STUDENT AT CHONGQING COLLEGE OF INTERNATIONAL BUSINESS AND ECONOMICS

Abstract

The objectives of this research were: 1) to investigate the Self-Directed Learning of students engaged in flipped classroom activities, 2) to assess the impact of online media on self-directed learning by comparing pretest and post-test results of students learning with flipped classroom activities, and 3) to examine students' perspectives on how learning with flipped classroom activities via online media influences self-directed learning. The research sample comprised 86 first-year students from Chongqing College of International Business and Economics, selected using simple random selection during the first semester of the academic year 2021. The research included four instruments: 1) Online media lesson plans designed for implementation in flipped classroom activities, 2) a test assessing self-directed learning capacity, 3) an accomplishment exam, and 4) a questionnaire soliciting student comments. The data analysis employed statistical measures such as the mean, standard deviation (S.D.), and t-test. The investigation yielded the following findings:1) The outcome of implementing flipped classroom teaching activities using online media had a highly positive impact on self-directed learning for the Technology topic at Chongqing College of International Business and Economics. The mean score for the learning achievement of flipped classroom teaching activities via online media that affect self-directed learning of Chongqing College of International Business and Economics students in the Technology subject was 4.43, with a standard deviation of 0.46. Additionally, the results of the students' opinions towards the flipped classroom activities via online media affecting self-directed learning were also excellent. The mean is 4.5, and the standard deviation is 0.6.