Flipped learning effect on classroom engagement and outcomes in university information systems class

Meyliana, Bruno Sablan, Surjandy, Achmad Nizar Hidayanto

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

How to improve student engagement and educational learning outcomes in the classroom have always been high on a teacher’s priority list. Unfortunately, it seems these challenges have become more pronounced in teaching Generation Z. To address these challenges educators are exploring new teaching methodologies such as flipped learning. The authors examined the effect of flipped learning on student motivation and educational outcomes on sophomore students from a private university in Indonesia majoring in Information Systems. The survey was taken from two groups, a control group which was not taught using flipped learning (60 respondents), and an experimental group which was taught using flipped learning (60 respondents). Results showed that flipped learning increased student motivation and improved educational outcomes compared to a group that was not exposed to flipped learning. The results can help guide teachers and administrators on potential implementation of flipped learning at their universities.

Original languageEnglish
Pages (from-to)3341-3359
Number of pages19
JournalEducation and Information Technologies
Volume27
Issue number3
DOIs
Publication statusAccepted/In press - 2021

Keywords

  • Flipped learning
  • Generation Z
  • Learning outcomes
  • Student motivation

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