SELF-REGULATION AND INTERACTIVITY TYPES AS THE PREDICTORS OF LEARNER SATISFACTION WITH FLIPPED COURSES: EVIDENCE FROM A VOCATIONAL COLLEGE

Year 2016, Volume: 5 , 135 - 138, 01.09.2016

Harun Cigdem , Mustafa Ozturk Abdullah Topcu

Abstract

Learner satisfaction, which implies
learners’ positive perceptions of their learning experiences in a particular
learning environment, is assumed to be a critical indicator of academic
achievement as well as the effectiveness of a method. Flipped courses,
receiving a growing interest among contemporary instructional designs, appear
to be a promising pedagogical model that entails high learner satisfaction
through a variety of features. One is related to learners’ self-management of
their own learning processes throughout the courses. The other feature is about
the way learners interact with their instructors, peers and the content. A lack
of appropriate educational technology would lead to limited interactivity and
self-regulation, which might in turn decrease learners’ satisfaction with the
courses. In this study, we assessed the values of self-regulation and
interactivity features (the interactivity among learners, between learners and
the instructor, and between learners and the course content) as the factors
impacting learners’ satisfaction with the flipped courses. The participants (n=243) were from a two-year vocational
college and took the courses Computer Use, Operating Systems, and Computer
Programming in a flipped way in the 2015–2016 academic year. The data were
collected via an online questionnaire and analyzed through linear regression
analyses. The general results of the study revealed that self-regulation, interactivity
between learners and the course content and among learners were found to be the
significant predictors of learner satisfaction with the flipped courses. On the
other hand, the interactivity between learners and the instructor did not
appear to effect learners’ satisfaction with the flipped courses, which could
imply the changing role of instructors in contemporary learning environments.
Accordingly, the flipped courses seem to eliminate the traditional role of
instructors (being at the center of all interactions) and bring the
self-regulation along with the interactivity among learners and with the course
content to the front.

Keywords

Flipped course, interactivity, self-regulation, satisfaction

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