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Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

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  • Chien-Chih Chen

    (Department of Information Management, Minghsin University of Science and Technology, Hsinchu 30401, Taiwan)

Abstract

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

Suggested Citation

  • Chien-Chih Chen, 2021. "Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective," Sustainability, MDPI, vol. 13(16), pages 1-20, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:9298-:d:617233
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    References listed on IDEAS

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    1. Lombardini, Chiara & Lakkala, Minna & Muukkonen, Hanni, 2018. "The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs," International Review of Economics Education, Elsevier, vol. 29(C), pages 14-28.
    2. Li Zhao & Xiaohong Liu & Yu-Sheng Su, 2021. "The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course," Sustainability, MDPI, vol. 13(5), pages 1-15, March.
    3. Hasnan Baber, 2020. "Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 7(3), pages 285-292.
    4. Tina Beranič & Marjan Heričko, 2019. "Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection," Sustainability, MDPI, vol. 11(18), pages 1-17, September.
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    Cited by:

    1. Xin Jian & Tommy Tanu Wijaya & Qingchun Yu, 2022. "Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory," IJERPH, MDPI, vol. 20(1), pages 1-20, December.
    2. María Consuelo Sáiz-Manzanares & Celia Carrillo & María del Camino Escolar Llamazares & Sandra Rodríguez Arribas & Diego Serrano Gómez, 2022. "Nursing Students’ Perceived Satisfaction with Flipped Learning Experiences: A Mixed-Methods Study," Sustainability, MDPI, vol. 14(23), pages 1-16, December.

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