Abstract:

Flipped classroom is one of the approaches that can be applied in teaching and learning. Today, flipped classroom has been implemented in various disciplines (e.g. social sciences, engineering, technology etc) and different levels of education (e.g. schools, higher education institutions etc). Previous studies have demonstrated various benefits of flipped learning, for example in a recent systematic review study, Galindo-Dominguez (2021) concluded that flipped classroom is more effective compared to other approaches particularly for learners at secondary and higher education levels. In the same vein, Akçayır and Akçayır (2018) received positive feedback from the learners that flipped learning increases their achievement. In the higher education setting, the outstanding effect of flipped classroom has been highlighted by Carmona-García, Méndez-González, López-Guzmán and Álvarez-Loya (2021). Flipped classroom is seen as an indicator of learners’ skills and knowledge and enhances learners competency. In comparison to traditional approach, flipped classroom could possibly bring more benefits than harm to student learning. The benefits of flipped classroom, consequently, will create greater positive outcomes to learners and encourage more engagement among learners (Guo, 2017).

Despite of the benefits that flipped classroom could offer, there are also great challenges in implementing flipped classroom. Flipped classroom requires more time and effort from learners in comparison to face-to-face traditional classroom. This is because learners feel obliged to perform better during in-class activities (Hung, 2015) and although flipped classroom was positively perceived, some learners faced higher anxiety and struggle to adopt to the flipped classroom concept (Akçayır &Akçayır, 2018). Previous studies have shown that flipped classroom entail prospects and challenges. When this study was conceived, very limited studies have explored the implementation of flipped classroom in virtual learning mode. Therefore, further investigation into how virtual flipped classroom can be applied in learning and teaching particularly during the COVID-19 pandemic is more beneficial to systematically suggest the best practices, and widen up the scope of areas for future research and development

This study aims to investigate the determinants of student satisfaction in Virtual Flipped Classroom (VFC) setting and explore the mediating effects of skills on student satisfaction. The implementation of the flipped classroom was examined in terms of learner–content interaction, learner– instructor interaction, learner–learner interaction, access to information and learning resources, learning effect and learner skills. The data were collected through an online survey among business managements undergraduate students. Based on the Structural Equation Model (SEM) analysis, the study found no determinants of student satisfaction and no mediating effects of skills on student satisfaction. However, a significant effect was found between virtual flipped classroom and skills. This study will be helpful for educators and instructors to identify the factors that will enhance student satisfaction in online classes particularly during this post pandemic where online and hybrid learning may took place.

Keywords:

COVID-19, virtual flipped classroom, student satisfaction, interaction, access to information and learning resources, learning effect.