02662nam a22003975i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001800153072001600171072002300187072001500210100007500225245016200300250001800462264007600480300006200556336002600618337002600644338003600670347002400706505019800730520105100928650002801979650003002007650002802037650002102065710003402086773002602120776003602146776003602182856004602218978-3-658-44105-0DE-He21320251030111730.0cr nn 008mamaa240319s2024    gw |    s    |||| 0|eng d  a97836584410507 a10.1007/978-3-658-44105-02doi 4aLB1050.9-1091 7aJNC2bicssc 7aEDU0090002bisacsh 7aJNC2thema1 aRink, Marion.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aSelf-Regulated Learning in the Inverted Classroomh[electronic resource] :bMotivational Effects Using the Example of Engineering Students /cby Marion Rink.  a1st ed. 2024. 1aWiesbaden :bSpringer Fachmedien Wiesbaden :bImprint: Springer,c2024.  aXV, 225 p. 9 illus., 8 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aIntroduction -- Fundamentals of the Inverted Classroom Model -- Fundamentals of Self-Regulated Learning -- Collaborative Learning -- State of Research -- Empirical Study -- Outlook -- Appendix.  aThe Inverted Classroom is a blended learning scenario that consists of two phases: In the Online Phase the learners acquire learning content using interactive learning materials, primarily videos, provided by the teacher online. In a second stage, there is an Attendance Phase at the higher education institution with the purpose of learners processing, practising and deepening their understanding of what they have already learnt in a class with other stakeholders. Based on the Self-Determination Theory of Richard M. Ryan and Edward L. Deci, this qualitative study examines how learning in the Inverted Classroom affects the basic psychological needs of autonomy, competence and relatedness of higher education engineering students. A central aspect is the promotion of the students' intrinsic learning motivation through support measures and appropriate didactical design. About the author Dr. Marion Rink works as a project manager for a digital agency. She also leads workshops about her research into e-learning and is a freelance writer. 0aEducational psychology. 0aMass media and education.14aEducational Psychology.24aMedia Education.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978365844104308iPrinted edition:z978365844106740uhttps://doi.org/10.1007/978-3-658-44105-0