Collaborative Learning-Based Flipped Classroom Approach for Enhancing Students' Motivation in System Analysis and Design Course

Abstract

In this era, the teaching and learning process has been transformed into a creative learning environment by applying new technologies and innovative learning to support the teaching and learning process for strengthing the quality of education. This research aims to increase the efficiency of teaching and learning strategies on a modern management course's system analysis and design topic by providing students with the knowledge and ability to apply theory for solving problems in various contexts. It is a perspective to change the teaching and learning style to a more active learning approach by adjusting the classroom learning style to a collaborative learning approach. This allows students to work in groups instead of listening to the lecture from instructors; it also encourages them to brainstorm by exchanging their ideas with their classmates. It could turn the lecturer into a mentor for observing and advising students during learning activities. Besides, changing the learning style to the flipped classroom approach encourages the students to learn lessons before attending the class, regardless of time and place. Each student can learn lessons in a suitable environment for them, and they can spend more or less time for studying depending on their proficiency level. This approach will allow students to have more confidence to participate in collaborative learning once they have a good understanding of the lesson. This research was conducted with 115 undergraduate students enrolling in the system analysis and design course. The two-way MANDVA test was performed to determine whether gender and learning behavior (self-learning and group learning) impact students' intrinsic motivation, self-determination, and self-efficacy motivation in a collaborative learning-based flipped classroom environment.