Investigating factors affecting learning satisfaction and perceived learning in flipped classrooms: the mediating effect of interaction

Abstract

The study investigated the relationships among quality dimensions, three types of interactions (i.e. learner-content, learner-instructor, and learner-learner interaction), perceived learning and learning satisfaction with flipped courses in the context of the flipped classroom based on the information system (IS) success model. In this study, the quality dimensions in the original IS success model were replaced by flipped learning platform quality, instructional video content quality, and teaching quality (i.e. instructor monitoring and instructor facilitation). The data from 70 participants were analyzed using partial least squares structural equation modeling. The results indicate that all the quality dimensions have the influences on both learning satisfaction with flipped courses and perceived learning through the mediation of learner-content interaction or learner-instructor interaction. Moreover, learner-learner interaction significantly influences perceived learning, but not learning satisfaction with flipped courses. Finally, a positive and direct link between perceived learning and learning satisfaction with flipped courses was found.