IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v16y2024i2p774-d1320176.html
   My bibliography  Save this article

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

Author

Listed:
  • Blerta Prevalla Etemi

    (Department of Computing and Information Technologies, Rochester Institute of Technology, 10000 Prishtina, Kosovo)

  • Huseyin Uzunboylu

    (Higher Education Planning, Supervision, Accreditation and Coordination Board, Lefkosa 99010, North Cyprus, Turkey
    Department of Primary Education, The Institute of Pedagogy and Psychology, Abai KazNPU, 050010 Almaty, Kazakhstan
    Faculty of Education, University of Kyrenia, Kyrenia 98030, North Cyprus, Turkey)

  • Shpetim Latifi

    (Faculty of Computer Science, AAB College, 10000 Prishtina, Kosovo)

  • Ulzharkyn Abdigapbarova

    (Department of Primary Education, The Institute of Pedagogy and Psychology, Abai KazNPU, 050010 Almaty, Kazakhstan)

Abstract

The contemporary landscape of education is witnessing a paradigm shift toward innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students’ perception and acceptance throughout an entire semester in the ‘Introduction to Programming with Java’ course. The research utilized a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups: 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students’ readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses.

Suggested Citation

  • Blerta Prevalla Etemi & Huseyin Uzunboylu & Shpetim Latifi & Ulzharkyn Abdigapbarova, 2024. "The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception," Sustainability, MDPI, vol. 16(2), pages 1-20, January.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:2:p:774-:d:1320176
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/16/2/774/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/16/2/774/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Minkyung Gu & Sohyune Sok, 2021. "Factors Affecting the Academic Achievement of Nursing College Students in a Flipped Learning Simulation Practice," IJERPH, MDPI, vol. 18(11), pages 1-10, June.
    2. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    3. Gabrielle T. Lee & Tzu-Fen Chang, 2019. "Evaluating the Use of an Online Video Training Program to Supplement a Graduate Course in Applied Behavior Analysis," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 9(2), pages 21-32, April.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Rafael Ferreira dos Santos & Lilia Ribeiro Guerra & Bruno Leal Alves & Selma Ribeiro de Paiva & Ana Lafetá Cabral & Helena C. Castro* & Ana Joffily*, 2018. "Teaching Biotechnology: A Demand Still to be Fully Attended," Journal of Biotechnology Research, Academic Research Publishing Group, vol. 4(4), pages 13-18, 04-2018.
    2. Lisbeth Amhag, 2017. "Mobile-Assisted Seamless Learning Activities in Higher Distance Education," International Journal of Higher Education, Sciedu Press, vol. 6(3), pages 1-70, August.
    3. Rita A. Balaban & Donna B. Gilleskie & Uyen Tran, 2016. "A quantitative evaluation of the flipped classroom in a large lecture principles of economics course," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 269-287, October.
    4. Becker, Ralf & Proud, Steven, 2018. "Flipping quantitative tutorials," International Review of Economics Education, Elsevier, vol. 29(C), pages 59-73.
    5. Fritz Dresselhaus & Jessika A. Bohlmann & Roula Inglesi-Lotz, 2015. "Assessing the impact of just-in-time methodology, in-lecture activities, and tutor-assisted post-lecture activities in the course experience of first year students in Economics at the University of Pr," Working Papers 562, Economic Research Southern Africa.
    6. Wei Chen & Sadiah Binti Baharom & Sopia Binti Md Yassin, 2023. "Does Flipped Classroom Approach Impact on Foreign Language Classroom Anxiety of First-year Chinese Urban-rural Pre-service Teachers?," World Journal of English Language, Sciedu Press, vol. 13(7), pages 430-430, September.
    7. Jia Suo & Xiuying Hou, 2017. "A Study on the Motivational Strategies in College English Flipped Classroom," English Language Teaching, Canadian Center of Science and Education, vol. 10(5), pages 1-62, May.
    8. Lombardini, Chiara & Lakkala, Minna & Muukkonen, Hanni, 2018. "The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs," International Review of Economics Education, Elsevier, vol. 29(C), pages 14-28.
    9. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).
    10. Kana Okano & Jakub R Kaczmarzyk & John D E Gabrieli, 2018. "Enhancing workplace digital learning by use of the science of learning," PLOS ONE, Public Library of Science, vol. 13(10), pages 1-10, October.
    11. Hosam El-Sawy, 2018. "Flipping EFL University Classes with Blackboard System," English Language Teaching, Canadian Center of Science and Education, vol. 11(2), pages 1-31, February.
    12. Patricia Bachiller & Guillermo Badía, 2020. "The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course," Sustainability, MDPI, vol. 12(23), pages 1-11, November.
    13. Journal, Arab World English AWEJ & Khalil, Rania M Rafik & Shahu, Khalid, 2017. "Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education," OSF Preprints xnmne, Center for Open Science.
    14. Mustafa Cevikbas & Gabriele Kaiser, 2022. "Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study," Sustainability, MDPI, vol. 14(18), pages 1-19, September.
    15. Duncan Watson & Louise Parker, 2016. "The hullaballoo over e-learning? Technology and pluralism in economics," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1159813-115, December.
    16. Todd Broker & Victor Raj & Simone Silva, 2018. "Flipping the Econ Class: Reconsidered," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 18(2), pages 1-21, Fall.
    17. repec:thr:techub:10010:y:2020:i:1:p:142-155 is not listed on IDEAS
    18. Hossein Hossein-Mohand & Juan-Manuel Trujillo-Torres & Melchor Gómez-García & Hassan Hossein-Mohand & Antonio Campos-Soto, 2021. "Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers," Sustainability, MDPI, vol. 13(5), pages 1-18, March.
    19. Olitsky, Neal H. & Cosgrove, Sarah B., 2016. "The better blend? Flipping the principles of microeconomics classroom," International Review of Economics Education, Elsevier, vol. 21(C), pages 1-11.
    20. Josephson, Anna & DeBoer, Lawrence & Nelson, David & Zissimopoulos, Angelika, 2016. "Reshaped for Higher Order Learning: Student Outcomes in the Redesign of an Undergraduate Macroeconomics Course," 2016 Annual Meeting, July 31-August 2, Boston, Massachusetts 235765, Agricultural and Applied Economics Association.
    21. Pezzino, Mario, 2018. "Online assessment, adaptive feedback and the importance of visual learning for students. The advantages, with a few caveats, of using MapleTA," International Review of Economics Education, Elsevier, vol. 28(C), pages 11-28.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:16:y:2024:i:2:p:774-:d:1320176. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.