Learning Experience in a Flipped Classroom Model: Predictors of Learning Satisfaction

Gutiérrez Aguilar O.; Alvarez-Vilca E.; Casa-Zeballos L.; Manuel Paredes-Rivera J.; Angela Romero-Paz L.; Raúl Rojas-Gómez V. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2025) · DOI: 10.18687/laccei2025.1.1.998

Resumen

This quantitative explanatory study employs a cross-sectional design to explore how affective commitment, behavioural engagement, expectation of effort, performance expectancy and relative advantage influence learning satisfaction in a flipped classroom model. Using multiple linear regression analysis, five predictor variables and one dependent variable are examined within a structural model to determine the key factors contributing to improving students' educational experience. The study sample was 215 male and female higher education students in Peru. The results of the study show that affective engagement is the most significant predictor of learning satisfaction in the flipped classroom model, with a coefficient of 0.545 and a p-value of 0.000. In addition, relative advantage also positively influences student satisfaction. These findings underline the importance of the emotional dimension and the perceived superior benefits of this pedagogical model. In conclusion, educators should focus on strengthening emotional engagement and effectively communicating the advantages of the flipped classroom to maximise student satisfaction.

Instituciones: Universidad Nacional de San Agustín de Arequipa