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The Effect of self-efficacy for group work and learning presence on transfer of learning in TBL (Team- based learning) using flipped
Journal of the Korean Data & Information Science Society 2018;29:951-60
Published online July 31, 2018
© 2018 Korean Data and Information Science Society.

Nae Young Lee1 · Ji Young Han2

12Department of Nursing, Silla University
Correspondence to: Assistant professor, Department of Nursing, Silla University, Busan 46958, Korea. E-mail:
Received May 8, 2018; Revised May 25, 2018; Accepted May 31, 2018.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of study was to investigate the effects of self-efficacy for group work and learning presence on nursing students’motivation to learning transfer in TBL (team based learning) using flipped learning. Participants were 40 nursing students enrolling in health education. The TBL using flipped learning was conducted for 7 weeks and data were collected through online questionnaires (Google). The data were analyzed with SPSS 23.0, using descriptive statistics, Pearson’s correlation, and hierarchical multiple regression. The mean score for self-efficacy for group work was 3.73±0.64, for learning presence, 3.66±.59, and for motivation to learning transfer, 3.92±.55. Significant positive correlation among motivation to learning transfer, self-efficacy for group work, and learning presence. In TBL using flipped learning, the regression model explained 52.7% and learning presence was significant predictor of motivation to learning transfer. This study provided the importance of self-efficacy for group work and learning presence in TBL using flipped learning.
Keywords : Flipped learning, learning presence, motivation to learning, self-efficacy for group work.