Research Article

Using Flipped Classroom Model: Factors Influencing Students’ Satisfaction

Kamaludeen Samaila 1 * , Mona Masood 2, Kien Tsong Chau 2
More Detail
1 Kebbi State University of Science and Technology, Aliero, NIGERIA2 Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Pulau Pinang, MALAYSIA* Corresponding Author
European Journal of Interactive Multimedia and Education, 2(2), 2021, e02112, https://doi.org/10.30935/ejimed/11260
OPEN ACCESS   779 Views   769 Downloads
Download Full Text (PDF)

ABSTRACT

The traditional lecture-based method has been used in universities, colleges, and schools to assimilate the knowledge. A modern method of teaching is needed to overcome the limitations and challenges of the traditional lecture-based method, to improve students’ satisfaction and to increase learning outcomes. Among the modern methods of teaching, a flipped classroom (FC) model has recently been implemented as an alternative method of teaching. To explore students’ satisfaction in a flipped classroom model, a quantitative approach with a questionnaire as an instrument was used for data collection from an accessible sample size of 110 students. The results from a Partial Least Square Structural Equation Modelling (PLS-SEM) indicated that perceived value has positively influenced students’ satisfaction. However, the results further revealed that instructor-generated video content, perceived usefulness, and perceived ease of use were found to have no positive influence on students’ satisfaction. The study makes some recommendations that aid in the design and implementation of the FC model. It also offers additional information for those who wish to adopt the FC model in their institutions.

CITATION (APA)

Samaila, K., Masood, M., & Chau, K. T. (2021). Using Flipped Classroom Model: Factors Influencing Students’ Satisfaction. European Journal of Interactive Multimedia and Education, 2(2), e02112. https://doi.org/10.30935/ejimed/11260

REFERENCES

  1. Ahuja, N. (2020). A study of awareness and effectiveness of flipped classroom approach among students in Mumbai City. UGC Care Journal, 40(51), 18-23.
  2. Al-Debei, M. M., & Al-Lozi, E. (2014). Explaining and predicting the adoption intention of mobile data services: A value-based approach. Computers in Human Behavior, 35, 326-338. https://doi.org/10.1016/j.chb.2014.03.011
  3. Al-hawari, M. A., & Mouakket, S. (2010). The influence of technology acceptance model (TAM) factors on students’ e-satisfaction and e-retention within the context of UAE e-learning. Education, Business and Society: Contemporary Middle Eastern Issues, 3(4), 299-314. https://doi.org/10.1108/17537981011089596
  4. Ateş Çobanoğlu, A. (2018). Student teachers’ satisfaction for blended learning via Edmodo learning management system. Behaviour and Information Technology, 37(2), 133-144. https://doi.org/10.1080/0144929X.2017.1417481
  5. Bergmann, J., & Sams, A. (2012). Flip your classroom reach every student in every class every day.
  6. Bishop, J., & Verleger, M. (2013). Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course. Proceedings - Frontiers in Education Conference, FIE, 161-163. https://doi.org/10.1109/FIE.2013.6684807
  7. Chen, W.-S., & Tat Yao, A. Y. (2016). An empirical evaluation of critical factors influencing learner satisfaction in blended learning: A pilot study. Universal Journal of Educational Research, 4(7), 1667-1671. https://doi.org/10.13189/ujer.2016.040719
  8. Cheng, X., Ka Ho Lee, K., Chang, E. Y., & Yang, X. (2017). The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students. Anatomical Sciences Education, 10(4), 317-327. https://doi.org/10.1002/ase.1664
  9. D’Aquila, J. M., Wang, D., & Mattia, A. (2019). Are instructor generated YouTube videos effective in accounting classes? A study of student performance, engagement, motivation, and perception. Journal of Accounting Education, 47, 63-74. https://doi.org/10.1016/j.jaccedu.2019.02.002
  10. De Marco, P., & Nóbrega, C. C. (2018). Evaluating collinearity effects on species distribution models: An approach based on virtual species simulation. PloS one, 13(9), e0202403. https://doi.org/10.1371/journal.pone.0202403
  11. Draus, P., Curran, M., & Trempus, M. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Journal of Online Learning and Teaching, 10(2), 240.
  12. Elian, S. A., & Hamaidi, D. A. (2018). The effect of using flipped classroom strategy on the academic achievement of fourth grade students in Jordan. International Journal of Emerging Technologies in Learning, 13(2), 110-125. https://doi.org/10.3991/ijet.v13i02.7816
  13. Gallarza, M. G., & Saura, I. G. (2006). Value dimensions, perceived value, satisfaction and loyalty: An investigation of university students’ travel behaviour. Tourism Management, 27(3), 437-452. https://doi.org/10.1016/j.tourman.2004.12.002
  14. Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (2nd ed.). Sage. https://doi.org/10.15358/9783800653614
  15. Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M. (2015). A primer on partial least squares structural equation modeling (PLS-SEM). SAGE Publications, Inc.
  16. Hammouri, Q., & Abu-Shanab, E. (2018). Exploring factors afecting users’ satisfaction toward e-learning systems. International Journal of Information and Communication Technology Education, 14(1), 44-57. https://doi.org/10.4018/IJICTE.2018010104
  17. Heijstra, T. M., & Sigurðardóttir, M. S. (2018). The flipped classroom: Does viewing the recordings matter? Active Learning in Higher Education, 19(3), 211-223. https://doi.org/10.1177/1469787417723217
  18. Henseler, J., Hubona, G., & Ray, P. A. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Management & Data Systems, 116(1), 2-20. https://doi.org/10.1108/IMDS-09-2015-0382
  19. Ibrahim, N. B., Ibrahim, N. S., Zukri, S. M., Syazwani, M., & Mohd, M. (2019). Learners satisfaction of e-learning among public university students: A case study in Kota Bharu literature review. Journal of Mathematics and Computing Science, 5(1), 1-7.
  20. Kim, J. H. (2019). Multicollinearity and misleading statistical results. Korean Journal of Anesthesiology, 72(6), 558. https://doi.org/10.4097/kja.19087
  21. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22, 37-50. https://doi.org/10.1016/j.iheduc.2014.04.003
  22. Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration (IJeC), 11(4), 1-10. https://doi.org/10.4018/ijec.2015100101
  23. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308
  24. Lai, C.-L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
  25. Lai, G. H. C. (2015). Seamless flipped learning: a mobile technology- enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473. https://doi.org/10.1007/s40692-015-0043-0
  26. Lin, H. C., Lee, H.-M., & Chen, Y.-H. (2005). Personalized e-learning system using item response theory. Computers and Education, 44(3), 237-255. https://doi.org/10.1016/j.compedu.2004.01.006
  27. Lizhu, Z., Debin, X., Ping, W., & Deyan, K. (2018). Teacher’s organizational form and role of flipped classroom. 4th International Conference on Social Science and Higher Education, 181(Icsshe), 512-514.
  28. Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers and Education. https://doi.org/10.1016/j.compedu.2017.12.003
  29. Manoj, K., Renumol, V., & Murthy, S. (2019). Flipped classroom strategy to help underachievers in Java programming, 44-49. https://doi.org/10.1109/latice.2018.000-7
  30. Miller, S. T., & Redman, S. L. (2010). Improving instructor presence in an online introductory astronomy course through video demonstrations. Astronomy Education Review, 9(1), 1-8. https://doi.org/10.3847/aer2009072
  31. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. https://doi.org/10.3928/01484834-20130919-03
  32. Mtebe, J. S., & Raphael, C. (2018). Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107-122. https://doi.org/10.14742/ajet.2993
  33. Murillo-Zamorano, L. R., López Sánchez, J. Á., & Godoy-Caballero, A. L. (2019). How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students’ satisfaction. Computers and Education, 141(October 2018), 1-18. https://doi.org/10.1016/j.compedu.2019.103608
  34. Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 45-55.
  35. O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25(May), 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
  36. Ong, C. S., Day, M. Y., & Hsu, W. L. (2009). The measurement of user satisfaction with question answering systems. Information & Management, 46(7), 397-403. https://doi.org/10.1016/j.im.2009.07.004
  37. Onojah, A. O., Olumorin, C. O., Adegbija, M. V., & Babalola, T. O. (2019). Perception of undergraduate students on the utilisation of flipped classroom for learning in South-West Nigeria. Malaysian Journal of Distance Education, 21(1), 95-112. https://doi.org/10.21315/mjde2019.21.1.6
  38. Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology, 8(2), 98-105. https://doi.org/10.18844/wjet.v8i2.640
  39. Panopto. (2015). The practical guide to flipping your classroom.
  40. Portz, J. D., Bayliss, E. A., Bull, S., Boxer, R. S., Bekelman, D. B., Gleason, K., & Czaja, S. (2019). Using the technology acceptance model to explore user experience, intent to use, and use behavior of a patient portal among older adults with multiple chronic conditions: Descriptive qualitative study. Journal of Medical Internet Research, 21(4), e11604. https://doi.org/10.2196/11604
  41. Rahman, N. A. A., Hussein, N., & Aluwi, A. H. (2015). Satisfaction on blended learning in a public higher education institution: What factors matter? Procedia - Social and Behavioral Sciences, 211(September), 768-775. https://doi.org/10.1016/j.sbspro.2015.11.107
  42. Revere, L., & Kovach, J. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. Quarterly Review of Distance Education, 12(2), 113-124.
  43. Robinson, S., & Stubberud, H. A. (2012). Student preferences for educational materials: Old meets new. Academy of Educational Leadership Journal, 5(2), 127.
  44. Rochefort, C., Baldwin, A. S., & Chmielewski, M. (2018). Experiential avoidance: An examination of the construct validity of the AAQ-II and MEAQ. Behavior Therapy, 49(3), 435-449. https://doi.org/10.1016/j.beth.2017.08.008
  45. Sams, A., Bergmann, J., Daniels, K., Bennett, B., Marshall, H., & Artstrom, K. (2014). Flipped Learning Network (FLN) The four pillars of F-L-I-P. The Flipped Learning Network, 501(c).
  46. Sarstedt, M., Ringle, C. M., & Hair, J. F. (2020). Handbook of Market Research. In C. Homburg, Klarmann, M., & A. E. Vomberg (Eds.), Handbook of Market Research. Springer. https://doi.org/10.1007/978-3-319-05542-8
  47. Shah, H. J., & Attiq, S. (2016). Impact of technology quality, perceived ease of use and perceived usefulness in the formation of consumer’s satisfaction in the context of e-learning hassan. Abasyn Journal of Social Sciences, 9(1), 124-140.
  48. Tarafdar, M., Tu, Q., & Ragu-Nathan, T. S. (2010). Impact of technostress on end-user satisfaction and performance. Journal of management information systems, 27(3), 303-334. https://doi.org/10.2753/MIS0742-1222270311
  49. Toto, R., & Nguyen, H. (2009). Flipping the work design in an industrial engineering course. Proceedings - Frontiers in Education Conference, FIE, 1-4. https://doi.org/10.1109/FIE.2009.5350529
  50. Wen, A. S., Zaid, N. M., & Harun, J. (2017). Enhancing students ICT problem solving skills using flipped classroom model. 2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016, 187-192. https://doi.org/10.1109/ICEED.2016.7856069
  51. Wu, W. C. V., Hsieh, J. S. C., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance efl learners’ oral proficiency. Educational Technology and Society, 20(2), 142-157.
  52. Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260. https://doi.org/10.1016/j.chb.2016.12.085
  53. Yoshida, H. (2016). Perceived usefulness of “flipped learning” on instructional design for elementary and secondary education: With focus on pre-service teacher education. International Journal of Information and Education Technology, 6(6), 430-434. https://doi.org/10.7763/ijiet.2016.v6.727
  54. Yusuf, J., & Prasad, D. (2017). Using instructor - generated short videos in an undergraduate accounting information system course. International Journal of Instructional Technology and Distance Learning, 14(11), 43-52.
  55. Zainuddin, Z., Haruna, H., Li, X., Zhang, Y., & Chu, S. K. W. (2019). A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends? On the Horizon, 27(2), 72–86. https://doi.org/10.1108/OTH-09-2018-0027
  56. Zait, A., Alexandru, U., & Cuza, I. (2011). Methods for testing discriminant validity. Management and Marketing Journal, IX(2), 217-224.
  57. Zhai, X., Gu, J., Liu, H., Liang, J. C., & Tsai, C. C. (2017). An experiential learning perspective on students’ satisfaction model in a flipped classroom context. Educational Technology and Society, 20(1), 198-210.
  58. Zou, D. (2020). Gamified flipped EFL classroom for primary education: student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. https://doi.org/10.1007/s40692-020-00153-w