An Empirical Study of Students’ Perception of and Key Factors Affecting Overall Satisfaction in an Intensive Block Mode and Flipped Classroom

Bibliographic Data

ID22045907
AuthorsPaul Kwan (0000-0002-4959-5274, Melbourne Institute of Technology, corresponding author), Tayab Din Memon (0000-0001-8122-5647, Torrens University Australia), Saad S Hashmi (0000-0002-2042-3890, University of Wollongong), Flemming Schneider Rhode, Flemming Rhode (Melbourne Institute of Technology), R W Kadel (0000-0001-9207-2148, Melbourne Institute of Technology)
Year2022
Volume12
Issue8
Pages535
Publication date2022-08-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12080535
OpenAlexW4297825286
LanguageEN
Citations received5
References cited17

Results of recent studies have suggested that intensive methods of delivery might improve engagement, attendance, and achievement for students from diverse backgrounds. Contributing to this area of inquiry, this study assesses how students perceived their experience studying a certificate course that was delivered in an online intensive block mode and flipped classroom (BMFC), pedagogy amidst COVID-19 restrictions. The subjects were students enrolled at Melbourne Institute of Technology between July 2021 and January 2022 across four certificate courses, three at postgraduate and one at undergraduate level. These certificate courses differed from normal degree courses in several aspects: (a) a shorter 4-week (undergraduate) or 5-week (postgraduate), instead of a 12-week duration, (b) subjects were taken sequentially instead of concurrently as in a normal semester, (c) taught using an online flipped classroom rather than the in-class approach, and (d) open to both high-school leavers and mature aged students who did not study full-time. A questionnaire involving 10 perception-based questions was used to survey students’ satisfaction with the BMFC delivery, in relation to their learning and engagement experience. The mean, median, and mode calculated from the responses revealed that students regarded the BMFC approach as more satisfied than not on a 5-star rating scale in 7 out of the 10 questions. This is further supported by high correlations among the questions (the lowest at r = 0.48 and the highest at r = 0.87). Multiple regression analysis using the first nine questions as predictors of the 10th question (overall satisfaction) revealed that six of these are statistically significant predictors (p

Attendance · Certificate · Flipped Classroom · Mathematics education · Medical education · Student engagement · Computer Science · Experimental Learning in Engineering · Innovative Teaching Methods · Medicine · Online Learning and Analytics · Psychology

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