The positive relationship between flipped and blended learning and student engagement, performance and satisfaction

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.