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Students’ perceptions of their learning outcomes in a flipped classroom environment

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Abstract

The flipped classroom model has positive effects on the educational process, and has recently become an alternative to the traditional model. However, additional research is necessary to identify the causes of those improvements and the contexts in which this methodology performs better. In this study, we analyze the perceptions of different students pursuing a bachelor’s degree at the University of Jaén (Spain) regarding flipped learning dynamics and the relationship between those perceptions and perceptions of their learning outcomes. Specifically, we investigate whether students’ acquired competences and attitude, as well as the use of formative assessment have positive effects on student perceptions on results. To accomplish this task, during the first semester of the 2020–2021 and 2021–2022 academic years, we collected the opinions of students via a questionnaire and tested those relationships using PLS. The results indicate that the three variables (acquired competences, attitude, and formative assessment) explain the perceptions of students with respect to achieving better grades, and are key elements of superior learning, that can improve students’ performance. Accordingly, this study provides evidence regarding the positive effects of flipped classroom on the teaching–learning process in higher education and explains the reasons for the resulting improvement in learning outcomes.

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Data availability

The datasets used and/or analyzed as part of the current study are available from the corresponding author up on reasonable request.

Notes

  1. About the statistical significance, we set a threshold of 10% level, given that such threshold is admitted in Social Sciences, where, given the fact of having as the focus of study human behavior, the threshold needs to be adapted to this specific circumstance, increasing the traditional 5% level, whenever the results are able to stand up throughout time is admitted in specific fields of study (Gallo, 2016).

Abbreviations

ICTs:

Information communication technology

PLS:

Partial least squares

CR:

Composite reliability

AVE:

Average variance extracted

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Acknowledgements

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Funding

Teaching Innovation Project “Aulas invertidas (Flipped Classroom): Una nueva forma de enseñar y aprender”, granted by the University of Jaén (Spain) (PIMED-UJA 2019). Grant number: PIMED36_201921.

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Authors and Affiliations

  1. Department of Business Administration, Marketing and Sociology, University of Jaén, Paraje Las Lagunillas, s/n. D-3 Building, CP: 23071, Jaén, Spain

    M. Carmen Ruiz-Jiménez & Rocío Martínez-Jiménez

  2. Department of Financial Economics and Accounting, University of Jaén, Paraje Las Lagunillas, s/n. D-3 Building, CP: 23071, Jaén, Spain

    Ana Licerán-Gutiérrez

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  1. M. Carmen Ruiz-Jiménez
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  2. Rocío Martínez-Jiménez
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Contributions

Introduction: RM-J, MCR-J, AL-G. Theoretical framework: RM-J, MCR-J. Methodology: RM-J, MCR-J, AL-G. Results: AL-G. Discussion and conclusions: RM-J, CR-J, AL-G.

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Correspondence to Ana Licerán-Gutiérrez.

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Ruiz-Jiménez, M.C., Martínez-Jiménez, R. & Licerán-Gutiérrez, A. Students’ perceptions of their learning outcomes in a flipped classroom environment. Education Tech Research Dev (2023). https://doi.org/10.1007/s11423-023-10289-y

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