Flipped Classroom and student engagement: a qualitative exploration of perceptions and experiences in a university Department of Education

DESPOINA PLOTA, THANASSIS KARALIS, KATERINA KEDRAKA

Abstract

The purpose of this qualitative study was to investigate students’ perceptions and experiences regarding the flipped classroom (FC) in a fourth-year course on Lifelong Learning and Education (N=87). Data were collected through individual reflective journals, group collaborative journals, and four focus groups, and were analysed using thematic analysis. The findings highlighted five themes: (1) initial expectations, (2) motivation and engagement, (3) autonomy and collaboration, (4) instructor’s role and feedback, and (5) challenges and suggestions. Overall, the FC enhanced active participation and self-regulated learning, though its effective implementation requires clear guidance, appropriate materials, and gradual familiarization.

Keywords

Flipped Classroom, higher education, student engagement, self-regulated learning, qualitative research

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References

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DOI: https://doi.org/10.26220/mje.5438

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Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood Education - University of Patras.

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