Study Process Questionnaire Research Articles

Seamless Learning Model with Enhanced Web-Quizzing in the Higher Education Setting

The research studied the effectiveness of a three-stage Seamless Learning Model with Enhanced Web-Quizzing based on the intensive use of sets of quizzes created in different web-based quiz generators. The findings revealed that continuous testing using diagnostic, formative, benchmark and summative quizzes, administered at the three stages - familiarisation, formation and assessment, applying such features of seamless learning as learning in various contexts, ubiquitous access to digital learning resources and quizzes, combination of teacher-guided learning, self-directed and collaborative learning, and switching between various learning activities can be an efficient teaching technique in higher education having positive effect on academic performance, motivation, learners’ approaches to studying and course engagement. The testing effect was investigated on the summative tests taken at the end of the three different academic courses. The results showed that online quizzes applied primarily as learning tools with the emphasis on information retrieval and retention resulted in the higher achievements of the experimental group students. The survey conducted with Biggs’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) showed the changes in the learners’ motives and approaches to studying revealed in students’ active participation in in-class and out-of-class activities, mastering of the material through understanding rather than mechanical memorizing, the search for additional information and increased attendance. The engagement of the experimental group students in the new quiz-enhanced settings was examined focusing on emotional, skills, participation and performance engagement aspects.

Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement

Introduction: Contemporary feedback models emphasise the value of multiple feedback opportunities. Effective feedback participation requires evaluative judgement—the ability to discern the quality of one’s own and others’ work. Self and peer assessment may enable repeated practice and feedback for developing evaluative judgement. However, attitudes to self and peer assessment may present a barrier to effective implementation. This study explored whether congruence between marks from self and peer assessment improved with assessment task participation. Participants’ attitudes towards self and peer assessment and approaches to learning were also evaluated.Methods: Participants undertook simulated history-taking tasks in semester 2, 2018. Group 1 undertook formative and summative assessments and participated in self and peer assessment . Group 2 undertook formative and summative assessment. Group 3 undertook only summative assessment. All groups received faculty feedback for each submitted assessment. Participants completed the modified Study Process Questionnaire (mSPQ) and the Peer Perception of Assessment (PPA) before (T1) and after the formative task (T2) and after the summative task (T3).Results: Summative task scores improved for group 1 (n = 9, p 0.01) and group 2 (n = 26, p 0.01). Within-group (p = 0.02) and between-group differences (p = 0.01) were identified for surface learning approaches. All groups’ perceptions of peer assessment decreased significantly (p 0.01) across all three time periods.Conclusions: Participants receiving self and peer assessment and faculty feedback improved performance and increased congruence of their self- and peer-assessment marks, potentially developing their evaluative judgment skills. Peer assessment perception became less positive, while surface learning approaches increased. Future research should assess the role of self and peer assessment in developing evaluative judgment.

How did changes in medical education during the COVID-19 pandemic affect students’ learning and study approaches?

Aim: Medical education is undergoing a transformation with the COVID-19 pandemic. The aim of this study is to examine the levels of adaptation and flexibility of medical students within an educational system changing due to the pandemic. Material and Methods: This descriptive cross-sectional study was conducted in the Duzce University Faculty of Medicine. Students were asked to complete the VARK (V: Visual, A: Aural, R: Read-write, K: Kinesthetic) learning preferences inventory and the Two-Factor Study Process Questionnaire (R-SPQ2F). Results: In this study, 671 students, with 318 (47.39%) male students and 353 (52.61%) female students, were included. It was found that 25.04% (n=168) of these students participated in lessons via distance learning, while 43.67% (n=293) of them stated that they preferred face-to-face learning and 31.30% (n=210) stated that they preferred mixed learning. The mean visual score of the students who attended lessons via distance learning was found to be higher compared to those who attended face-to-face lessons and those engaged in mixed learning (p=0.0001), while the mean visual score of the mixed learning group was higher compared to the face-to-face group (p=0.002). Discussion: The blended education model, which allows students to choose the most suitable model according to their own learning style, seems to be helpful in challenging periods like the COVID-19 pandemic.

The implication of multicultural education on students' learning approaches in biosciences and pharmacy courses

PurposeThe globalisation of higher education has created new challenges for educators to remain dynamic in teaching science undergraduates with diverse cultural backgrounds. The current study explores this challenge by evaluating the different personal factors among biosciences and pharmacy undergraduates that affect their learning approaches as well as to identify course-specific teaching approaches in order to determine their impacts on students' learning.Design/methodology/approachA cross-sectional survey design based on study process questionnaire (SPQ), and approaches and study skills inventory for students (ASSIST) was utilised to collect quantitative data from 129 biosciences and pharmacy undergraduates.FindingsBiosciences undergraduates adopted deep and achieving learning approaches as they progressed through the curriculum, whilst surface learners dominated the pharmacy course. Ethnicity was shown to affect the learning approaches among the undergraduates. Although male undergraduates from both courses were more competitive than the female, elder female undergraduates tend to adopt deep learning approach. Pre-university qualifications did not significantly influence the undergraduate's learning approach. The contrasting finding on the preferred teaching approaches between biosciences and pharmacy undergraduates has highlighted the importance of providing tailored teaching and learning strategies to cater different students' learning needs.Originality/valueThis study has demonstrated the combinational use of SPQ and ASSIST instruments to compare undergraduate's learning approaches with preferred teaching approaches. The current finding could support the development of teaching and learning practice among the biosciences and pharmacy undergraduates with multicultural background.

Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice

Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.

Learning approaches adopted by Indian medical students during distance learning

CONTEXT: Student approaches to learning are a significant determinant of success in the medical profession. AIM: This study assesses the study processes utilized by undergraduates in a medical college in North India. SETTINGS AND DESIGN: Cross-sectional, questionnaire-based study. METHODOLOGY: The study process questionnaire by Biggs et al. was adapted to Google forms and administered to 313 medical students. Individual domain scores assessing deep-motive, deep-strategy, surface-motive, and surface-strategy approaches were obtained. Other variables measured included gender, year of training, whether the student found online distance learning useful, and students' perceptions of their academic performance compared to their peers. STATISTICAL ANALYSIS USED: The association between the categorical variables was assessed using a Chi-square test. The continuous measures were compared using a t-test or Mann–Whitney U-test. One-way ANOVA or Kruskal–Wallis test was applied for multiple groups. RESULTS: Deep approach to learning was the most popular overall (66.1%). Females significantly favored deep approaches compared to males. There was no association between the year of training and the study process. The deep approach was associated with better academic performance. Online learning was significantly favored by females, students with a deep learning approach, and better academic performance. CONCLUSIONS: Gender and academic performance are associated with the study process adopted by medical students. An understanding of the learning methods used by students is helpful in training well-rounded health-care professionals.

Investigating how students approach learning using generalizability theory

ABSTRACT Investigating how students approach learning is important for designing effective teaching programmes and to ensure better retention and application of information learned. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is a widely used instrument for assessing approaches to students’ learning, but its ability to distinguish between dynamic and stable aspects of students’ learning has not been examined using an appropriate methodology. Generalisability theory (G-theory) is a robust method to differentiate between stable and dynamic patterns and establishing reliability in psychometric measurement. G-theory was applied to longitudinal data of 123 medical students who completed the R-SPQ-2F at three time points with 6-month intervals. Temporal reliability of the full scale was higher (Gr = 0.76) compared to individual subscales, suggesting that there is an overarching trait of optimised learning that involves shifting between deep and surface approaches to achieve the best academic outcome. Accordingly, deep and surface motivation and surface strategy facets displayed characteristics of a reliable state measure and can be used to evaluate the degree of applying these dynamic aspects of learning.

Validity concerns with the Revised Study Process Questionnaire (R-SPQ-2F) in undergraduate anatomy & physiology students.

The 20-question Revised Study Process Questionnaire (R-SPQ-2F), which is frequently used to categorize student learning approaches as either deep or surface, was administered to three sections of Anatomy & Physiology (A&P) courses at a highest research university in the southeastern United States as part of a larger research project. Two hundred thirty-one (231) respondents completed the full survey and 11 participants were recruited to a comparative case study. Initial review of interview transcripts raised concerns about the validity of the R-SPQ-2F results with the population of interest. Interview transcripts were coded using a priori codes corresponding to the R-SPQ-2F items, and qualitative and quantitative results were then triangulated. Additional survey responses were collected in a subsequent semester and a confirmatory factor analysis (CFA) was performed using the complete responses from 381 students. The CFA yielded similar or better measures of reliability and fit to the two-factor structure as those in previously reported work by other authors. Nonetheless, findings from triangulation suggest that the R-SPQ-2F was not able to group students by deep and surface approaches to learning in the context of an undergraduate A&P course. In addition, six interviews (3 deep, 3 surface) demonstrated a new theme of surface leading to deep with participants indicating that memorization was necessary for the purpose of gaining a full understanding of the course material. This mixed method analysis calls into question whether the results are valid for separating student approaches into the previously published descriptions of deep and surface approaches. The finding of the surface leading to deep orientation, which may align with previous descriptions of an achieving approach, has significant implications for both research and instruction, as memorizing and other "surface" strategies are often minimized and discouraged, yet are an important step in student learning.

Anxiety towards Statistics and Its Relationship with Students' Attitudes and Learning Approach.

Many university students have difficulties when facing statistics related tasks, leading to an increase in their levels of anxiety and poor performance. Researchers have identified negative attitudes towards statistics, which have been shaped through students’ secondary education experience, as a major driver for their failure. In this study we want to uncover the causal recipes of attitudes leading to high and low levels of anxiety in secondary education students, and the role that the learning approach plays in these relationships. We used fuzzy sets comparative qualitative analysis (fsQCA) in a sample of 325 students surveyed on the multifactorial scale of attitudes toward statistics (MSATS) and the revised two factor study process questionnaire (R-SPQ-2F). The results indicate that, respectively, a high or a low level of self-confidence is the most important and a sufficient condition by itself for achieving a low or a high level of anxiety, while the learning approaches and other attitudes are only present in other causal combinations that represent a small number of cases.

Students’ approach to learning: evidence regarding the importance of the interest-to-effort ratio

ABSTRACT Existing science evidence sustained that students’ preferences for a learning approach (i.e., deep or surface learning) depend on several contextual variables. In this study, we used the network psychometrics perspective to investigate the interactions between the elements that define students’ learning preferences. We aimed to understand which are the central elements of the students’ behavior patterns used when they decide to adopt one specific learning approach. We used the Revised Two-Factor Study Process Questionnaire to collect responses from a large sample of university students (5357 students, 73% female). The results indicated that the interest-to-effort ratio is central to students’ preference for deep or surface learning. Also, we found that the estimated network is stable across different groups defined by the academic disciplines, students’ gender, and year of study. These results are presented as arguments for using the workload and students’ interest as topics in pedagogical programs dedicated to academics.

Outcomes of 2 Multimodal Human Anatomy Courses Among Doctor of Physical Therapy Students (Entry-Level): A Quasi-experimental Study

Introduction. Alternative methods of anatomy instruction have increased in popularity; however, cadaveric dissections were not consistently reported as the most effective teaching tool. Subjects from 2 professional (entry-level) physical therapist education programs who were taught anatomy using multimodal strategies and either cadaveric dissection or prosected cadavers were compared. The purposes of this study were to 1) determine subjects' approach to learning (surface or deep), 2) determine the preferred learning style of the subjects, 3) assess the subjects' retention of anatomy at the completion of an anatomy course and 6 months later, and 4) determine how much time subjects spent in learning activities for each anatomy pedagogy. Methods. Outcome measures consisted of an anatomy quiz, the Revised 2-Factor Study Process Questionnaire, a Learning Perception Inventory, and the Visual, Auditory, Read/Write, Kinesthetic Questionnaire. Data were collected at 3 points during the study: before anatomy class, immediately at the conclusion of the anatomy class, and 6 months after the class had ended. Data were analyzed using SPSS 25.0 and included descriptive statistics, Wilcoxon signed ranks tests, and Mann–Whitney U tests. Results. Subjects in both programs were kinesthetic learners who used a deep learning approach. Subjects were able to retain anatomical knowledge postanatomy and 6 months after the class ended, no matter which learning tools were used. The group who worked with prosected cadavers perceived spending more total time preparing for anatomy class. Discussion and Conclusion. Based on these results, cadaveric prosection was as effective as cadaveric dissection in 2 multimodal anatomy classes for subjects in 2 professional (entry-level) physical therapist education programs.

Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students.

Objectives:MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum.Methods:A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha.Results:Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approach has a strong and significant correlation with SEQ’s (0.80) as compared to MCQ’s (0.056).Conclusion:Assessment tool has an impact on learning approaches used by the students. It was concluded that students used to prefer deep learning approach while preparing for SEQ’s as they were designed at higher cognitive level, whereas, they preferred surface approach while preparing for MCQ’s as they were developed at low cognitive order.

Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do it?

Large classes taught with didactic lectures and assessed with multiple-choice tests are commonly reported to promote lower order (LO) thinking and a surface approach (SA) to learning. Using a case study design, we hypothesized that incorporating instructional scaffolding of core physiology principles and assessing students exclusively with long-answer written tests would encourage higher order (HO) thinking and promote a deep approach (DA) to learning in a two-course physiology sequence (Phys I and II), despite their large size. Test questions were categorized as LO or HO according to the Blooming Biology Tool, and students' LO and HO performance was determined for each of six tests across the two courses. The validated Revised Two-Factor Study Process Questionnaire survey tool was administered at the beginning and end of each course to measure student approach to learning. HO performance was maintained across Phys I (72.9 ± 19.4 vs. 74.8 ± 20.7%, P = 0.37) and significantly improved across Phys II (69.9 ± 18.4 vs. 79.4 ± 14.8%, P < 0.001). Unexpectedly, students' LO performance declined from the beginning to end of Phys I (78.5 ± 20.6 vs. 69.4 ± 17.9%, P < 0.001) and Phys II (80.5 ± 19.6 vs. 72.2 ± 24.3%, P < 0.001). Students' approach to learning did not change throughout Phys I or II, but at each time point students preferred a DA over a SA. Taken together, these results indicate that an intentionally designed large lecture class can support a DA to learning and suggests that this teaching and assessment structure may be particularly well suited to promote HO thinking, albeit possibly at the expense of LO thinking.

ACCOUNTING STUDENTS’ PREFERENCES TOWARDS LEARNING STRATEGIES IN UNIVERSITI MALAYSIA TERENGGANU

Learning preferences among undergraduate accounting students might vary considerably and are still largely unexplored although their findings might be useful for lecturers to improve learning and teaching strategies. Students’ preferences in selecting the appropriate learning strategies can help improve their understanding and lead to improved competency for better academic achievement. This study examined students’ preferences towards learning strategies and the differences in learning strategies among accounting students in Universiti Malaysia Terengganu, between genders. The data were collected using online survey completed by accounting undergraduate students from Year 1 until Year 3 for the academic session 2018/2019. 150 students responded to the online survey, with 32% response rate. Using a revised two-factor version of the Study Process Questionnaire, the survey assessed deep and surface approaches in learning preferred by the students. The results showed that deep learning approach scored a higher mean of 3.36 compared to surface learning and gender was found insignificantly related to the preferred learning approach. This finding suggests that the use of deep approach (for example, active learning or student-centered learning) is to encourage better learning process that would contribute to better academic performance and teaching strategy practices among accounting students.

Approaches to Learning: Does Medical School Attract Students with the Motivation to Go Deeper?

Graduate-entry, following a science degree, is the preferred pathway into many medical schools, however little is known about how the learning approaches of medical students compare to those of science students. This study compared the learning approaches and achievement orientations of science students with those aiming to enter graduate-entry medicine programs. The two factor study process questionnaire and the achievement goal orientation survey were used to compare students in; stage one: third year science students (n = 86) to graduate-entry medicine students (n = 158); stage two: applicants to graduate medicine (n = 84); stage three: first year science students (n = 363) to first year pre-medicine students (n = 68). Medical students and applicants to medicine demonstrated a greater preference for deep learning than third year science students (p &lt; 0.0001). Pre-medicine students were similar to medical students. Medical students, applicants to medicine and pre-medicine students also all had a greater preference for a learning goal orientation. The preference for a deeper approach to learning and stronger learning goal orientation in students enrolled in medicine or aiming to gain entry to graduate medicine indicates a motivation towards the acquisition of knowledge. Medical educators need to ensure that students continue to develop positive and beneficial styles of learning to assist them to develop into life-long learners.

Patterns of Change in Approaches to Learning and Their Impact on Academic Performance Among Medical Students: Longitudinal Analysis

Theory Several medical education studies suggest that deep approaches to learning (DA) are associated with better academic performance, whereas surface approaches (SA) are associated with worse academic performance. However, no study has assessed how these approaches change at the individual level during undergraduate medical training and how these trajectories contribute to academic performance. We assessed individual patterns of change in learning approaches throughout five years of medical training to determine whether and how DA and SA evolve during the curriculum and whether initial levels and rates of change predict performance in Year 5. Hypotheses: We hypothesized that (1) medical students have a higher preference for DA in comparison with SA; (2) these preferences change along the medical curriculum; and (3) DA predicts better academic performance. Method: Participants were 268 Geneva medical students (59% female) who completed the revised two-factor study process questionnaire in Years 1, 2, 3, and 5 of their 6-year curriculum. Student academic performance was registered in Year 5. Multivariate latent growth modeling was used to assess individual trajectories in learning approaches and test their associations with performance in Year 5. Results: Medical students were inclined to use DA rather than SA. Nevertheless, from Year 2 onward their use of DA decreased while their use of SA increased. Students with higher initial levels of DA tended to have lower initial levels of SA. Moreover, increases in SA were significantly associated with decreases in DA. However, only initial levels of DA and non-repeater status in Year 1 were positive and significant predictors of academic performance in Year 5. Conclusions: Although students tended to use DA rather than SA when entering medical school, their preferences for DA tended to decline throughout medical training while increasing for SA. Learning approaches during early study years, characterized by engagement and meaningful learning, predicted later academic performance. DA should be promoted during the early years of medical studies to foster student learning and to improve academic performance.

An Investigation of Deep and Surface Learning Approach towards English Vocabulary Acquisition of EFL Students

Purpose: The aim of this research study is to examine the most dominant EFL Students’ approach in acquiring English vocabulary employed by the first-year students of English Department at Muhammadiyah University of Makassar. The study also investigates whether there is any difference in approach preference between male and female students in acquiring English vocabulary by first-year students at English Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar, Indonesia Approach/Methodology/Design: A descriptive quantitative research method is employed in data analysis. Twenty four first-year undergraduate students (42% male &amp; 58 female) were selected as a sample for the study based on purposive sampling technique. These students chose English major at Muhammadiyah University of Makassar and were enrolled in the acedmic year 2018-2019. The instruments used were a Two-Factor Study Process Questionnaire (R-SPQ-2F) and Likert Scale to assess the research participants’ approach preference. Findings: The findings of this research study reveal that the first-year students of English Department at Muhammadiyah University of Makassar dominantly adopt surface approach compared to deep approach in acquiring English vocabulary. The statistical analysis shows that the mean score for Surface is 35.12 and the mean score for Deep Approach is 34.66. The findings also indicate a difference in approach preference between male and female. Practical Implications: The study will contribute positively to the understanding of the students’ adopted approaches for acquiring vocabulary, assisting instructors to improve their teaching strategies. Originality/value: The study provides an avenue for exploring students’ learning processes. Male students preferred Surface approach to deep approach. Male students scored high (38.10) on surface approach compared to deep approach (36.60). Meanwhile, female students got slightly higher score (33.28) on deep approach than surface approach (33.00).

Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)

Students’ approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politècnica de València in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.

Relación entre metodologías docentes y enfoques de aprendizaje en la universidad

El Espacio Europeo de Educación Superior (EEES) requiere un giro en la percepción del proceso de enseñanza-aprendizaje. El objetivo principal de este estudio es conocer las correlaciones existentes entre las metodologías docentes llevadas a cabo y su relación con los enfoques y estrategias de aprendizaje utilizadas por el alumnado de primer y de tercer curso del grado en Pedagogía de la Facultad de Ciencias de la Educación de la Universidad de Granada. Los instrumentos de recogida de información han sido el Revised two- Factor StudyProcess Questionnaire (R-SPQ- 2F), el Inventario de hábitos de estudio (I.H.E) y el Cuestionario de Evaluación de las Variables “Moduladoras” del Estilo de Enseñanza en Educación Superior (CEMEDEPU). Para el análisis de datos se han realizado estadísticos descriptivos, una comparación de medias mediante el análisis de T de Student y se han analizado las correlaciones entre variables de los cuestionarios I.H.E. y R-SPQ-2F. Los resultados señalan que la metodología docente centrada en el aprendizaje influye directamente en el enfoque profundo, la motivación profunda y la estrategia profunda. Se obtiene una relación directa y significativa del enfoque profundo con las escalas de condiciones ambientales del estudio, planificación del estudio y asimilación de contenidos.

Flipping e-Learning for Teaching Medical Terminology: A Study of Learners’ Online Experiences and Perceptions

Since e-Learning has become popular in recent years, research studies have been conducted about which instructional methods are the most effective in online learning environments. The purpose of this study is to apply the flipped classroom model to a Medical Terminology Course that was provided fully online as part of a Medical Documentation and Secretarial associate degree program in a vocational college, and to analyze learners’ experiences associated with this application. Based on this method, as asynchronous activities, learners were required to study interactive multimedia content and applications. For synchronous activities, mainly learner-centered approaches, collaborative learning, problem solving and discussion, led the learning process. In the context of this study, learners’ usage of the system, submissions to the study process questionnaire, and academic achievement were collected as quantitative data; whereas, learners’ opinions towards the flipped classroom model were obtained as qualitative data. Hence, the study was designed as a mixed methods research. According to the results, it was found that learners’ academic achievement significantly related to their perceptions of deep learning and their time spent on learning activities. Moreover, learners indicated problematic aspects to the flipped classroom as time expectancies, insufficiency of instructional materials, and lack of advice received from the instructor.