Research Article

Using Flipped Classroom Model: Factors Influencing Students’ Satisfaction

Kamaludeen Samaila 1 * , Mona Masood 2 , Kien Tsong Chau 2
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1 Kebbi State University of Science and Technology, Aliero, NIGERIA2 Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Pulau Pinang, MALAYSIA* Corresponding Author
European Journal of Interactive Multimedia and Education, 2(2), July 2021, e02112, https://doi.org/10.30935/ejimed/11260
Submitted: 15 June 2021, Published: 06 October 2021
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ABSTRACT

The traditional lecture-based method has been used in universities, colleges, and schools to assimilate the knowledge. A modern method of teaching is needed to overcome the limitations and challenges of the traditional lecture-based method, to improve students’ satisfaction and to increase learning outcomes. Among the modern methods of teaching, a flipped classroom (FC) model has recently been implemented as an alternative method of teaching. To explore students’ satisfaction in a flipped classroom model, a quantitative approach with a questionnaire as an instrument was used for data collection from an accessible sample size of 110 students. The results from a Partial Least Square Structural Equation Modelling (PLS-SEM) indicated that perceived value has positively influenced students’ satisfaction. However, the results further revealed that instructor-generated video content, perceived usefulness, and perceived ease of use were found to have no positive influence on students’ satisfaction. The study makes some recommendations that aid in the design and implementation of the FC model. It also offers additional information for those who wish to adopt the FC model in their institutions.
Keywords: flipped classroom model, flipped learning, instructor-generated video content, perceived usefulness, perceived ease of use, perceived value, higher education

CITATION (APA)

Samaila, K., Masood, M., & Chau, K. T. (2021). Using Flipped Classroom Model: Factors Influencing Students’ Satisfaction. European Journal of Interactive Multimedia and Education, 2(2), e02112. https://doi.org/10.30935/ejimed/11260

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