Aim/PurposeThe purpose of this study was to examine the impact of the flipped classroom model on learner achievement and satisfaction for undergraduate learners

BackgroundThe context for this research on the flipped classroom was an introductory technology literacy course at a public, research university.

MethodologyThis study employed a quasi-experimental pre-test/post-test design consisting of two groups: the treatment condition (sections in which instructors implemented the flipped classroom model for the module that was the focus of the study) and control condition (sections in which instructors lectured in the face-to-face meeting, then learners completed the practice online as homework). Learners in each group received their form of instruction and completed the same instructional activities, tests, and surveys. These data were analyzed using descriptive statistics, Analysis of Variance (ANOVA), and Analysis of Covariance (ANACOVA) models.

ContributionThis research adds to a growing base of literature on the flipped classroom, a special instantiation of blended learning.

FindingsResults indicated that there was no significant difference between the two groups in terms of learner achievement. In terms of learner satisfaction, however, there was a significant difference in which participants favored the control condition.

Recommendations for PractitionersPractitioners should select situations that are appropriate for the flipped classroom context. This should be reflected in the implementation of curriculum that would benefit from the affordances of this approach.

Recommendation for ResearchersResearchers should seek to replicate this study in longer durations and using rigorously developed and validated measures.

Impact on SocietyThis study suggests the flipped classroom may not be perceived by learners in an introductory technology literacy course as beneficial to their satisfaction.

Future ResearchFuture research should seek to replicate studies in technology literacy courses to identify the optimal learning situations for the blended learning environment.