The Effect of A Flipped Classroom on Students’ Achievements, Academic Engagement and Satisfaction Levels

Abstract

In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students' achievements, academic engagement and satisfaction levels. Based on this aim, one control and two experimental groups were formed. The students in Experiment-I learned the theoretical aspect of the course through the materials in the online learning environment which were prepared prior to the class study time in context with the "flipped classroom". The students in Experiment-II learned the theoretical aspect of the course in the classroom in accordance with the blended learning model and fulfilled active learning activities out of class study time. The students in the control group learned the theoretical aspect of the course in the classroom according to the current curriculum and conducted active learning activities at their homes. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.

Education in times of crisis: Rapid transition to distance learning

“…Asynchronous courses provide students with a flexible environment that is self-paced [51], which means that students can access the recorded multimedia course content when it is most convenient for them. The asynchronous courses can facilitate modern learning paradigms, for example, flipped classroom [54]. Whereas convenience is the most cited reason for satisfaction, the lack of interaction with the instructor as well as with other students is the most cited reason for dissatisfaction with the asynchronous courses [10].…”

Improving Learning Achievement on Family Medicine Topic by Increasing Learning Activity for Medical Students

“…This approach centers on students' support active learning, improves classroom learning time, provides a richer and more flexible learning environment through technology infrastructure, and becomes a component of mixed education. Scores for students in experimental groups concerning academic performance and engagement to be higher than scores for those in the control group, and the differences between those groups were statistically significant [17]. Online materials, instructor, and peer roles are fundamental elements that produce high-quality, active learning.…”

Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

“…In this respect, the results derived from these studies show that FC adapts to the learning needs and promotes the personalization of teaching [29,51,60]. Moreover, it also fosters autonomous learning, facilitating the acquisition of strategies to learn to learn [24,30,38,47,60], thus favoring commitment and motivation toward learning [49,58,61,62].…”

“…A large number of studies assert that FC allows the increase in academic performance, improving the understanding of the content of the subject and reducing the failure rate in comparison to fully online teaching and traditional teaching [9,16,18,24,35,38,43,46,48,[51][52][53][54][55][56][57][58][59]. In this respect, the results derived from these studies show that FC adapts to the learning needs and promotes the personalization of teaching [29,51,60].…”