Ioannis Kazanidis|???????? ??????|Panagiotis Fotaris|Avgoustos Tsinakos
Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses?
abstract flipping classroom gained attention k12 secondary school programs relatively explicit focus effectiveness teaching method instructional media design courses higher education purpose quasiexperimental study determine effectiveness flipped classroom approach teaching instructional media design subjects comparing students academic performance training satisfaction traditional lecturebased instruction flipped classroom total 128 undergraduate students participated voluntarily divided control n 62 experimental n 66 group respectively study findings indicated substantial differences academic performance training satisfaction two groups students experimental group performing significantly better specifically results showed determining factors associated training satisfaction explain students flipped classes achieved notably higher mastery learning objectives control group peers study adds literature providing evidence flipped classroom potentially benefit students academic performance leading higher training satisfaction deeper disciplinary understanding instructional media design courses