The antecedent, consequences, and importance of students’ learning preference on learning outcomes with the flipped classroom approach: a person-environment fit perspective

Abstract

Flipped learning performance is possible to be improved when there is an alignment between students’ learning preferences and educators’ chosen pedagogy, especially in the student-centered learning context. Adopting pretest-posttest research design among students in diverse academic disciplines (Study 1: N = 361; Study 2: N = 408), this research revealed the antecedents of learning experience on learning preference and showed the temporal consequences of initial learning preference on the end-of-course twenty first century competencies. The findings supported that individual attributes outweigh external factors in university learning, and these varied across disciplines. The findings highlighted the implications for the flipped classroom and support for the constructivist movement.