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Flipped learning is a pedagogical approach, which suggests the allocation of class time for knowledge application activities and the learning of basic knowledge via lecture videos or assigned readings outside of class. Based on these premises, it may emerge as a strategic fit for practice-based courses in initial teacher education programmes. With this in mind, the present study aimed to explore student teachers’ (N = 55) perceived experiences of learning in a flipped English language teaching methods course. Further, it examined the possible relationships between satisfaction with flipped learning and digital learner characteristics. Data were collected from written self-reports and surveys. The results revealed that flipped classrooms (a) allowed student teachers to get prepared for their future career through active learning experiences, (b) provided self-paced and differentiated learning opportunities that helped them process course content deeper and (c) encouraged them to develop a sense of ownership over their learning. However, having difficulties in transitioning into active learning due to increased workload, technical problems, and lack of instant help for clarification during pre-class work were mentioned as challenges of this approach. Based on correlation and regression analyses, there is a significant relationship between satisfaction with flipped learning and digital learner characteristics.

Perspectives on a flipped ‘English language teaching methods course’ and the association of satisfaction with digital learner characteristics