Emotional Responses toward the Flipped Classroom Approach across Academic Disciplines

Abstract

While the benefits of the flipped classroom approach on learning outcomes have been widely documented, there remain limited understandings of how positively students evaluate the flipped classroom approach. To address this, this research examined how students feel toward their flipped learning experience and whether this effect varies by academic discipline. We recruited 468 university students from seven faculties, ranging from the Faculty of Arts to the Faculty of Medicine, to fill in a short survey to evaluate their feelings toward their flipped learning experiences in terms of confidence, likeness, and satisfaction. Results showed that academic disciplines significantly shaped students’ feelings. Overall, students whose disciplines emphasize the application of the knowledge were more confident in, desired to, and satisfied with learning in the flipped classroom, than those whose disciplines emphasize theoretical explorations. Future implications of the flipped classroom as an instructional strategy are discussed.