@article{article_1438473, title={Higher Education Learners’ Perception of the Online Flipped Instruction}, journal={Bartın University Journal of Faculty of Education}, volume={14}, pages={309–324}, year={2025}, DOI={10.14686/buefad.1438473}, author={Valizadeh, Mohammadreza and Soltanpour, Fatemeh}, keywords={flipped pedagogy, online classes, higher education learners’ perception}, abstract={This qualitative study aimed at exploring the Iranian higher education learners’ perception of the online flipped instruction. The participants were 25 Iranian undergraduates who were English Translation majors. They received the flipped instruction for an online course, entitled ‘Approaches and Methods in Language Teaching’ for a semester in Iran. The data were gathered by a structured interview. It was found that all the participants were satisfied with their experience. Several benefits were stated, such as ‘effective learning’, ‘interesting and motivating class’, ‘more interaction’, ‘more cooperation and collaboration’, ‘more engagement’, ‘useful class time’, ‘learning team work’, ‘control on time to learn’, ‘acquiring practical knowledge and skills’, ‘reducing stress’, ‘self-reflection and self-evaluation’, ‘learning to take responsibility’, ‘boosting self-confidence’, ‘more attention in class’, ‘receiving effective feedback’, ‘becoming autonomous’, and ‘satisfying all learning styles’. However, five students also complained that the approach put a heavy burden on students. Six students argued that poor internet connection and lack of adequate technological tools can cause difficulty for the students who study in poor areas of the country. Therefore, Therefore, positive outcomes can be achieved via the online flipped pedagogy although careful planning is also required.}, number={1}, publisher={Bartin University}