Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Abstract

For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-P™ model (flexible environment, learning culture, intentional content, and professional educator). This study empirically examines the effect of both learner-related factor (self-regulated learning) and design-related factor (design fidelity) on learning outcomes (satisfaction, continuance intention) in a university flipped course. We hypothesised that flipped learning design fidelity and self-regulated learning affect student satisfaction and intention to continue participating in a flipped learning course. The participants were 134 Korean students of a university course taught in a flipped learning mode. The results revealed that the level of flipped learning design fidelity had a significant effect on satisfaction, but did not affect continuance intention. In addition, the level of self-regulated learning had a significant effect on satisfaction and continuance intention. Drawn from the key findings, we suggest implications for the design of flipped learning courses in a university context.

The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

“…The kind of teaching activities employed could enhance students' achievement because they aimed to change their roles, taking into account the importance of technology adoption in life, as stated by Rotellar and Cain (2016). Reciprocity of self-regulated learning, as argued by Kim, So, & Joo (2021) helped the students discover the different opportunities provided by the flipped classroom and to achieve the course goals previously developed.…”

Lessons Learned in a Hybrid Environment

“…Teachers serve as mentors. Both have their contact moments in a classroom and educators can go deeper into the learning material [18][19][20][21][22].…”

“…The last column describes the newly introduced form of education-Hybrid Flipped Education. It meets a different type of delivery and the most important support flipped classroom-the most motivating way of learning for digital natives according to the latest research (Table 2) [13, [18][19][20][21][22].…”

The Relationship Among Expectancy Belief, Course Satisfaction, Learning Effectiveness, and Continuance Intention in Online Courses of Vocational-Technical Teachers College Students

“…Since the outbreak of the pandemic, there were many studies discussing all kinds of issues regarding online learning for different learning groups, such as medical and dental students’ satisfaction and willingness to use online learning ( Rajeh et al, 2021 ), college students’ satisfaction and usage retention rate on digital learning platforms ( Salimon et al, 2021 ), technical college students’ satisfaction with blended learning programs ( Huang, 2021 ), college students’ satisfaction with flipped learning ( Kim et al, 2021 ), and continued willingness for different video learning formats ( Wang et al, 2022 ), etc.…”