Promoting interaction to enhance student perceived learning and satisfaction in a large e-flipped accounting classroom.

Autor/inn/en	Wong, Evelyn Mei Ling; Md Deni, Ann Rosnida
Titel	Promoting interaction to enhance student perceived learning and satisfaction in a large e-flipped accounting classroom. Paralleltitel: Spodbujanje interakcije za izboljsanje zaznanega ucenja in zadovoljstva pri studentih v vecji e-obrnjeni ucilnici pri pouku racunovodstva.
Quelle	In: CEPS journal, 16 (2026) 1, S. 133-155Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35148 10.26529/cepsj.1598
URN	urn:nbn:de:0111-pedocs-351488
Schlagwörter	Wahrnehmung; Zufriedenheit; Lernender; Interaktion; Lernen; Empirische Untersuchung; Online-Kurs; Malaysia
Abstract	This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students' perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students' perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students' satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3