Design, development, and implementation of the VLAFC model: Improving student's cognition, engagement, and self-regulation

Clicks: 1
ID: 287530
2023
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal

Ranked #3,685 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The Covid-19 pandemic has changed the mode of education as we know it. Face-to-face schools are off; distance learning is on. Unfortunately, distance learning has its downside. It prevents students from easy access to the learning environment, learning resources, and their teachers. Students are now held responsible for their learning more than ever. In response, the researcher created a teaching model to solve the most faced problems in distance learning. The VLAFC (Video Lecture-Accompanied Flipped Classroom) Model is this teaching model. In this model, the video lectures have embedded features that can engage students, enhance cognition, and develop self-regulation. The video lectures were designed and validated using the ADDIE model. To test the effectiveness of the VLAFC teaching model, two participating universities received the intervention. There were 30 CVLs (15 Filipino and 15 English) in 15 topics in General Physics 1, were validated and were distributed. Each university provided data from student portfolios, teachers’ observation notes, and researcher-made survey questionnaires. The student participants perceived the CVLs with good audio-visual quality as effective in delivering the subject matter's content, engaging the students, promoting active learning, and raising cultural awareness. CVLs also brought about positive emotions to students and help them regulate their learning. Based on the test statistics and thematic analysis of the participants' lived experiences, the VLAFC Model effectively improved students’ cognition, engagement, and self-regulation. The next cycle for this action research focuses on disseminating the model by training and giving seminars to as many educators as possible. As for the CVLs, they can be tested to accompany different teaching strategies to maximize their usefulness.
Reference Key
persistent_1760661870_68f1916e2c270 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Sablan, Jack Robert B.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/16
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.