English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The flipped classroom approach is increasingly popular. The effectiveness of the flipped classroom is promising, yet there is little consensus on whether and how varying the number of flipped lessons influences the overall course effectiveness and the affective perceptions of flipped learning. This is important because of the potential impacts on students, teaching staff, and institutional-supporting staff when increasing the number of flipped lessons in a course. The present project collected 465 valid responses from university students who attended courses with varying numbers of flipped lessons in five different government-funded universities. Across different academic disciplines, results converged to identify that students learning in a course that flipped 40–50% of lessons showed the highest learning outcomes in terms of interpersonal and communication skills, critical thinking and problem-solving skills, as well as feeling the most positive towards their flipped learning experiences. Our findings not only increase the understanding of the flipped classroom instructional strategy but also provide practical suggestions in course design and support, so as to maximize the benefits of the flipped classroom instructional strategy.

How the number of lessons flipped influence the overall learning effectiveness and the perceptions of flipped learning experiences?