Flipping the Classroom: Perceptions and Reality

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-3 - Motivation in Education SIG Poster Session 1

Abstract

The purpose of the present study was to examine differences in motivational and learning outcomes of a “flipped classroom.” This quasi-experimental designed examined motivation from a self-determination theoretical perspective and objective learning outcomes. Participants were 275 students enrolled in one of two sections (traditional and flipped) of an introductory educational psychology course. Generally, results of the present study indicate that flipped classrooms result in a) partial fulfillment of students’ fundamental psychological needs, b) improvements in perceptions of self-determined behavior, and c) increased learning and perceived content value. Results indicate that flipped classrooms do promote student learning and motivation, and provide a starting point for further examination of the specific features of flipped learning environments.

Authors

• Mike Yough, Oklahoma State University

• Hillary Elizabeth Merzdorf, Purdue University

• Heather Fedesco, Colorado College

• Hyun Jin Cho, Purdue University

• Dongyao Tan, Purdue University