Exploring University Students’ Acceptance and Satisfaction of the Flipped Learning Approach in Instructional Technology Related Class

Guardado en:

Bibliografiske detaljer
Udgivet i:	Education Sciences vol. 15, no. 9 (2025), p. 1181-1201
Hovedforfatter:	Abu Qbeita Asma’a
Andre forfattere:	Al-Mothana, Gasaymeh
Udgivet:	MDPI AG
Fag:	Problem solving Teaching methods Student participation Questionnaires Educational technology University students Learning activities Cognitive ability Teachers Cognition & reasoning Reflective teaching Active learning Flipped classroom Self-efficacy Critical thinking Problem based learning Independent study Pedagogy Higher education Cognitive load Cooperative learning Educational objectives Experiential learning Attitudes Educational Practices Direct Instruction Academic Achievement Language Acquisition Student Motivation Evaluative Thinking Educational Demand Learner Engagement Constructivism (Learning) Cognitive Development Educational Strategies Educational Quality Educational Benefits Addition Learning Strategies College Students Class Activities
Online adgang:	Citation/Abstract Full Text + Graphics Full Text - PDF
Tags:	Tilføj Tag Ingen Tags, Vær først til at tagge denne postø!

Beskrivelse
Resumen:	There is increasing interest in integrating various forms of Information and Communication technologies (ICT) into education. Well-established theoretical guidelines should guide the integration of these technologies. A flipped classroom is an example of an educational approach that integrates ICT and is guided by an active learning philosophy. The current study aims to evaluate participants’ acceptance of the flipped learning instructional model using six indicators—perceived usefulness, ease of use, hedonic motivation, attitude, self-efficacy, and educational quality—and to assess overall satisfaction. Additionally, it examines how these factors relate to overall satisfaction with this approach. The study utilized a descriptive cross-sectional research design with an exploratory and correlational orientation. The target population for this study included undergraduate students enrolled in the “Computer Applications in Education” course offered by the College of Education over three consecutive semesters: the second semester of the 2023/2024 academic year and the first and second semesters of 2024/2025. All students in this course experienced the flipped learning model as part of their instructional activities. Out of the 180 students, 137 completed the data collection tool, which was a questionnaire. The results showed that participants’ acceptance of the flipped learning approach was generally positive, ranging from moderate to high across all measured dimensions. The majority reported high levels of hedonic motivation, positive attitudes, perceived educational quality, and ease of use of the flipped learning requirements. Students found the flipped learning experience enjoyable, effective, and manageable. They believed it enhanced their learning and reported moderate self-efficacy and perceived usefulness. While satisfaction with flipped learning was moderate overall, it was strongly associated with enjoyment, positive attitudes, self-efficacy, and perceived educational quality, as evident in the results of the correlation analysis. Regression analysis revealed that these four factors were significantly associated with students’ satisfaction, whereas perceived usefulness and ease of use were not significantly associated when considered alongside other variables. These results suggest that emotional engagement, confidence, and perceived educational value are key contributors to students’ satisfaction with flipped learning.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15091181
Fuente:	Education Database