Max Sommer|Albert D. Ritzhaupt
Impact of the Flipped Classroom on Learner Achievement and Satisfaction in an Undergraduate Technology Literacy Course
University of Florida|University of Florida
aimpurpose purpose study examine impact flipped classroom model learner achievement satisfaction undergraduate learners background context research flipped classroom introductory technology literacy course public research university methodology study employed quasiexperimental pretestposttest design consisting two groups treatment condition sections instructors implemented flipped classroom model module focus study control condition sections instructors lectured facetoface meeting learners completed practice online homework learners group received form instruction completed instructional activities tests surveys data analyzed using descriptive statistics analysis variance anova analysis covariance anacova models contribution research adds growing base literature flipped classroom special instantiation blended learning findings results indicated significant difference two groups terms learner achievement terms learner satisfaction however significant difference participants favored control condition recommendations practitioners practitioners select situations appropriate flipped classroom context reflected implementation curriculum would benefit affordances approach recommendation researchers researchers seek replicate study longer durations using rigorously developed validated measures impact society study suggests flipped classroom may perceived learners introductory technology literacy course beneficial satisfaction future research future research seek replicate studies technology literacy courses identify optimal learning situations blended learning environment