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Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education Cover

Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education

Open Access
|Jan 2016

Figures & Tables

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Figure 1

The “Flipped Classroom” is more engaging than traditional classroom instruction. Source: Own elaboration.

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Figure 2

The “Flipped Classroom” gives me greater opportunities to communicate with other students. Source: Own elaboration.

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Figure 3

I am more motivated to learn course topics in the “Flipped Classroom.” Source: Own elaboration.

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Figure 4

I like watching the lessons on video. Source: Own elaboration.

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Figure 5

The Virtual Campus course page plays an important part in my learning. Source: Own elaboration.

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Figure 6

I like self-pacing myself through the course. Source: Own elaboration.

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Figure 7

I find it easy to pace myself successfully through the course. Source: Own elaboration.

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Figure 8

Teachers’ wrap-up sessions based on the on-line quizzes. Source: Own elaboration.

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Figure 9

In-class quizzes solved with Socrative. Sources: Own elaboration.

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Figure 10

Wall-paper and poster activities. Source: Own elaboration.

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Figure 11

Balance of Payments exercises and working sheets. Source: Own elaboration.

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Figure 12

Advantages tag cloud. Source: Own elaboration.

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Figure 13

Drawbacks tag cloud. Source: Own elaboration.

DOI: https://doi.org/10.5334/jime.397 | Journal eISSN: 1365-893X
Language: English
Published on: Jan 19, 2016
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2016 Núria Hernández-Nanclares, Mónica Pérez-Rodríguez, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.