Higher education and the flipped classroom approach: efficacy for students with a history of learning disabilities

Abstract

Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its benefits and drawbacks, less is known from the perspective of students who have a history of receiving pedagogical support. Therefore, the present study examined the experience and performance of these students in flipped higher education courses. Results indicated no difference in the academic performance of learners with a history of support compared to those without. Students with a history of support needs reported a lower assessment of self-regulation and self-efficacy for learning, and experienced the flipped courses as more difficult. However, they favored more collaboration in general and in the flipped classroom approach in particular. Additionally, regression models indicated that achievement in flipped courses was explained primarily from the lack of regulation and guidance perspectives. These findings suggest new insights for teaching those with learning disabilities, particularly the support a flipped classroom may provide, but developing a more in-depth understanding is warranted.