Impact of the Flipped Classroom model on the learning experience of students in an online context

Abstract

The students’ perceptions on remote learning mention negative aspects related to insufficient support from teachers or lack of motivation. However, the application of the Flipped Classroom model (FCM) shows positive effects on cognitive learning outcomes and on students’ levels of motivation, satisfaction, and autonomy. This study aimed to analyse the perceptions of Portuguese secondary school students about the learning experience in the FCM in an online context. A mixed-methods approach was used, using an online questionnaire, which included learning experience indicators and group interviews to further understand the influence of the model’s characteristics on the students’ learning experience. The results showed that the FCM created a learning environment that caters for the students’ motivational ‘needs’, highlighting their level of involvement and participation in the knowledge-building process. They also highlighted the teacher’s role in the motivational strategy for autonomy promotion. This study contributed to a better understanding of students’ perceptions about the FCM and alerted to the influence of FCM’s interactivity, in an online context, on the learning of the more introverted students.

Keywords

• Flipped Classroom
• activity learning
• online learning
• competency-based education
• pedagogical models
• curriculum