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.
Highlights
Contemporary learning approaches in higher institutions such as elearning, blended learning, and flipped classroom have been continually advancing by the increased availability of the Internet, video technology, and computer-based learning
Flipped classroom (FC) model is a pedagogy in which the lecture materials are being given to the students before class time while classroom time is used for discussion, problem-solving, assessment, individual learning, and presentation (O’Flaherty & Phillips, 2015)
This study investigates the influence of perceived usefulness and perceived ease of use, perceived value, on students’ satisfaction
Summary
Contemporary learning approaches in higher institutions such as elearning, blended learning, and flipped classroom have been continually advancing by the increased availability of the Internet, video technology, and computer-based learning. Among the new methods, flipped classroom model has emerged as one of the influential models (Lai & Hwang, 2016); improving students’ learning outcomes (Wen, Zaid, & Harun, 2017). Flipped classroom (FC) model is a pedagogy in which the lecture materials are being given to the students before class time while classroom time is used for discussion, problem-solving, assessment, individual learning, and presentation (O’Flaherty & Phillips, 2015). In the FC model the role of the teacher includes preparing recorded lecture materials, guiding, facilitation, supporting, giving feedback, and evaluating the learning process (Lizhu et al, 2018) and provide a conducive environment for individualized learning (Lai, 2015). The student’s role in FC model is to watch pre-recorded video content, complete learning activities and participate actively in the online discussion before the class hour. During classroom time the students should be active constructors of knowledge (Bergmann & Sams, 2012; Elian & Hamaidi, 2018)
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