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Understanding Help-Seeking Behavior of Students’ in a Flipped Classroom: A Structural Equation Modeling Approach

Help-seeking has long been recognized as an important self-regulated learning strategy that is associated with students’ academic goals and achievement. Although help-seeking is an important learning strategy that impacts achievement, not every student uses the strategy. The present research uses a structural equation modeling approach to examine college students’ self-reported help-seeking behavior in a flipped classroom. The findings indicate a significant influence of instructor support for help-seeking, relatedness with peers, and personal achievement goal orientations on students’ intentions to seek help and their preferences for the type of the help they prefer. Additionally, indirect effects mediated by the perceived costs and benefits of help-seeking were observed. The paper concludes with practical implications on promoting help-seeking in online environments.

User Evaluation of Internet Kiosks in University Setting

METU kiosks are established at common points of METU campus to meet the immediate internet needs of students however they are not used at expected level. In this study, usability of METU kiosks is evaluated to identify design problems that may discourage users from using kiosks. For the evaluation, series of user trials were conducted based on some common tasks. Evaluation results show that there are critical usability problems with the design of input devices mounted on kiosk. Users generally had problems while typing with keyboard, while moving pointer using trackball mouse and while clicking using touch screen. In addition, no significant difference is observed between inexperienced and experienced users in terms of their overall success during trials. Specific examples for these usability problems and related recommendations are provided in this paper.