Successful Flipped Learning in Higher Education From the Perspective of Student Motivation

• In Event: 34.098 - Sheraton Roundtable Session Four - Osgoode Ballroom
  In Roundtable Session: 34.098-1 - Classroom Contexts and Student Impacts

Abstract

Although educators have become increasingly interested in implementing flipped learning to innovate their teaching in higher education, not every flipped classroom has been successful. The purpose of this study was to investigate student and instructional factors that influence students’ affective and motivational outcomes in a flipped classroom in higher education. A total of 350 students across 12 different flipped courses participated in this study. Results indicate that enjoyment was predicted by the quality of preview materials, teacher facilitation, and student participation. Boredom was significantly explained by the quality of preview materials and student participation. Self-efficacy was significantly explained by the student and instructional factors except teacher facilitation. Further discussion and implications are provided.

Authors

• Moon-Heum Cho, Syracuse University

• Seung Won Park, University of Hong Kong

• Sang Eun Lee, Sungkyunkwan University