Examining the Relationships Among Flipped Learning Fidelity, Self-Regulated Learning, Satisfaction, and Continuance Intention in a University Flipped Learning Class

• In Event: Marriott Roundtable Session 15

Abstract

The purpose of this study is to investigate the relationships among flipped learning fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning class. The participations were 134 students who took an 'Introduction to Education' course at a University in Korea, which was conducted in a flipped learning mode. We conducted the structural equation modeling to examine the relationships among the variables. Overall, the results show that that learner satisfaction increases when the design elements for flipped learning fidelity are fully implemented, which also influences learners’ intention to continuously participate in flipped learning courses in the future. Through this empirical exploration, this study provides implications concerning the effective implementation of flipped learning courses in higher education.

Authors

• Young Ju Joo, Ewha Womans University

• Hyo-Jeong So, Ewha Womans University

• Nam Hee Kim, Ewha Womans University

• Dong Sim Kim, Hanshin University