Section 2 (Flipped Classroom Scale) consisted of 21 items measuring students' experiences and attitudes of learning through flipped classroom.
Three particular aspects were considered, namely, (a) the student's general experiences and attitudes of learning through flipped classroom, (b) the student's experiences of using video lectures as a medium for learning, and (c) the student's experiences of using a Learning Management System LMSS) in the frame of the flipped classroom model.
Section 1 (General information) consisted of 12 demographic and background items Section 2 (Flipped Classroom Scale) consisted of 21 items measuring students' experiences and attitudes of learning through flipped classroom Section 3 (Video Scale) consisted of 16 items measuring students' experiences of using video lectures as a medium for learning.
Environmental barriers, such as individual characteristics, class structure, teacher attitudes, language of learning and teaching at the school, and collaboration with teachers and speech-language pathologists (SLPs), are some of the reasons for the under-utilization of AAC in the school environment (De Bertoli, Arthur-Kelly, Marhisen, & Balandin, 2014).
However, attendance on the WBLP has led to a problematizing of attitudes to learning in school.
In a typical analysis of the MPEX, questions are grouped into clusters that correspond to student attitudes about independence of learning; understanding of physics as a coherent, consistent framework; conceptual understanding of physics; links to reality; mathematics as a way of representing physical phenomena; and effort exerted toward the class.
The results of the study revealed that students who used a human-like educational interface agent were more successful than both the rest of the experimental groups and the control group in terms of achievement, attitude and retention of learning in science and technology classes.
The interviews were semi-structured and informal, and focused on the participants' attitudes to learning and impressions of each environment.
Drawing on data collected in a small borough in the north of England, it examines attitudes to learning in school and a vocational learning environment.
Thus, in order to impact on disaffection, vocational learning is used to improve attitudes to learning with the effect of re-engagement in school emanating from a student's choice to participate (Davies and Biesta [2007]).
Manager, Speech Pathology (Rural/Regional) The key determinant of how motivated staff were to engage in workplace learning was their attitudes toward and perceptions of learning.
