Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors

The purpose of this study was to examine how team process factors relate students’ self-efficacy, attitude, and learning satisfaction in flipped learning. Since lone-wolf students tend have little patience for the group work exhibit a lack organizational commitment, also explores preferences collaborative or individual affect their classroom. participants were thirty-four undergraduate enrolled consumer behavior course offered by school business at university Seoul, South Korea. Data collected through surveys that measured process, tendencies, attitude during course. results show factor trust had significant negative correlation with measure but positive responsibility, communication, cognitive social competency, self-efficacy. Moreover, communication responsibility predictors self-efficacy attitude. These imply usefulness identifying critical variables difference, such as could lead both dysfunctional low outcomes. Based on results, provides implications structuring managing projects higher education setting.