“…Chi (2009) pointed out that flipped learning is an alternative to conventional pedagogy, requiring students to acquire information by viewing instructional videos ahead of physical class meetings, and allowing students to apply that knowledge in the classroom, thus engaging students in higher order active, constructive, and interactive activities. A substantial body of research has documented a variety of benefits of the flipped classroom model for teaching and learning processes in various disciplines (Abeysekera & Dawson, 2015;Bergmann & Sams, 2014;Bishop & Verleger, 2013;Chao, Chen, & Chuang, 2015;Lee, 2017;Ogden & Shambaugh, 2016;Sohrabi & Iraj, 2016;Yang, 2017). However, few studies have explored the relationships between students' learning motivation, attitudes, and engagement and the flipped learning model applied in some of China's higher education institutions.…”