Exploring Engagement, Learning Satisfaction, and Learning Outcomes in a Technology-Aided Self-Paced Flipped Model

Abstract

In light of the COVID-19 pandemic, the issue of self-paced flipped learning has received considerably critical attention, because the physical face-to-face classroom has become one of the major obstacles during the pandemic. This research aims to figure out the effects of self-paced flipped learning on students' learning efficiency, satisfaction, and achievements. By collecting and analyzing data from the web of science core collection, the authors concluded that the self-paced flipped learning assisted with technology was conducive to students' learning engagement, satisfaction, and outcomes; as well as their self-regulation skills, effort-invested capacity, and monitoring ability. Challenges exist for both teachers and students as this learning model demands higher investments from both sides. Future empirical research, which takes these variables into account, will need to be undertaken.