Implications of student satisfaction with flipped classroom design in a Taiwan university Online publication date: Tue, 06-Jun-2023
by Amy Roberts; Gregory S. Ching
International Journal of Learning Technology (IJLT), Vol. 18, No. 1, 2023
Abstract: The flipped classroom has gained widespread popularity as a form of blended learning. In this form, students engage in active learning in the classroom while completing their readings at home. The article presents the results of a longitudinal mixed-methods study on student satisfaction in a flipped classroom undergraduate course at a Taiwanese university. The purpose of this study was to examine student satisfaction over the course of seven years, and to explore implications that contribute to contemporary discourse for educators engaged with and committed to the flipped classroom model. A total of 390 freshmen took part in an 18-week flipped Foundation of Education course conducted in English. Student perceptions were generally positive, though a significant minority had some negative views. Accordingly, the design may not be appropriate for all learners. It is recommended that all components of the course be balanced using the TPACK model.
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