Abstract

This paper aims to provide clear and appropriate evidence of factors that trigger student engagement of flipped classroom (FC) learning in higher education (HE), based on an example of a fully flipped business undergraduate degree program in Australia. Qualitative data from the Student Evaluation of Teaching and Units (SETU) of 142 first-year business students over seven consecutive trimesters (2017–2019) were gathered and analyzed using thematic analysis. The findings provide a nuanced understanding on triggers of student engagement in relation to self-efficacy, emotion, well-being and belonging. The findings may guide educators in full adoption of FC in other undergraduate courses.

摘要

本文旨在以澳大利亚完全翻转的商业本科学位课程为例，为触发学生在高等教育 (HE) 中参与翻转课堂 (FC) 学习的因素提供明确和适当的证据。使用主题分析收集和分析了连续七个学期（2017-2019 年）的 142 名一年级商科学生的教学和单元学生评估 (SETU) 的定性数据。研究结果提供了对与自我效能感、情感、幸福感和归属感相关的学生参与触发因素的细致入微的理解。这些发现可能会指导教育工作者在其他本科课程中全面采用 FC。