The Positive Relationship between Flipped and Blended Learning and Student Engagement, Performance and Satisfaction

Autor/inn/en	Fisher, Rosemary; Perényi, Áron; Birdthistle, Naomi
Titel	The Positive Relationship between Flipped and Blended Learning and Student Engagement, Performance and Satisfaction
Quelle	In: Active Learning in Higher Education, 22 (2021) 2, S.97-113 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787418801702
Schlagwörter	Flipped Classroom; Blended Learning; Learner Engagement; Academic Achievement; Student Satisfaction; College Students; Foreign Countries; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Schulleistung; Collegestudent; Ausland; Schülerverhalten; Australien
Abstract	Flipped and blended learning pedagogies are increasingly being adopted by institutions that see in these novel pedagogies, mechanisms that might contribute to improved student outcomes and, in the case of the institutions, student retention. However, the as yet limited research does not definitively demonstrate the empirical link between flipped and blended learning pedagogies and the desirable student outcomes of engagement, performance and satisfaction. During four semesters, 348 responses were collected and analysed. The findings are that flipped and blended learning do positively influence perceptions of engagement, performance and satisfaction, but that flipped learning mediates the effects of blended learning, underscoring that blended learning pedagogies are delivery mechanisms that do not influence learning. Furthermore, the engagement stimulated by flipped learning pedagogy is inherently satisfying to students independent of their perceptions of performance. These findings contribute to closing the gap between what we believe and what we confirm with respect to flipped learning pedagogies, and provide additional evidence that the financial, cultural and individual investment by education institutions in flipped learning pedagogies will lead to the outcomes sought. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01