A study of students' perspectives on a flipped learning model and associations among personality, learning styles and satisfaction. Issue 3 (4th May 2018)

• Record Type: Journal Article
• Authors: Kim, Jin-Young
• Is Part Of: Innovations in education & teaching international. Volume 55:Issue 3(2018)
• Page Start: 314
• Page End: 324
• Publication Date: 2018-05-04
• Subjects: Flipped learning -- personality -- learning styles -- satisfaction; Programmed instruction -- Periodicals; Educational technology -- Periodicals; Instructional systems -- Periodicals; Periodicals; 371.33
• DOI: 10.1080/14703297.2017.1286998
• Languages: English
• ISSNs: 1470-3297

Abstract

Abstract: The study explored students' reflections with flipped learning in a university. Further, it examined relationships among learning styles, personality traits and satisfaction from flipped learning classes. For the quantitative survey data, 123 undergraduate students who enrolled in a flipped communication course were administered questionnaires. Qualitative results were obtained by administering in-depth interviews to a purposive sample of 15 students. As a result, students reported more personal involvement in learning, better content understanding, convenience in time and pace, and enhancement of interactions as the benefits of flipped classes. However, the heavy workloads, greater time preparation, and lacks of familiarity and motivation were mentioned as pitfalls. According to analysis of covariance tests, there was a significant difference in satisfaction among learning styles. Assimilators had the highest total satisfaction scores while Divergers had the lowest total satisfaction scores. However, there is no significant differences between personality traits and satisfaction with the flipped learning course.