Flipped Learning and its effect on self-directed learning: an experimental study in university students

de Baldeos F.M.L.J.; Pittman T.L.T.; Cerna M.V.B.; Romero M.F.R. · Prisma Social (2026) · DOI: 10.65598/rps.6114

Resumen

Flipped and self-directed learning are key approaches in higher education today because they promote active student participation and strengthen academic autonomy. Both models converge in fostering self-regulation, responsibility, and commitment in knowledge and learning construction. This study analyzed the effect of flipped learning on self-directed learning among university students. A quantitative pre-experimental design with a pretest-posttest measurement was employed with a group of 258 participants. The Self-Directed Learning Readiness Scale (SDLRS) was administered to participants before and after the flipped-learning intervention, which combined prior autonomous activities with face-to-face sessions focused on active learning. The results revealed a significant increase in self-directed learning, as demonstrated by the Wilcoxon test (Z =-13.897, p < 0.001), confirming the flipped model's effectiveness in fostering academic autonomy and self-regulated learning. In conclusion, flipped learning is a relevant pedagogical strategy for developing fundamental skills in higher education.

Instituciones: Universidad Nacional José Faustino Sánchez Carrión