Investigation Of Mattering Factors And Driving Mechanism Of Learners' Satisfaction In Flipped Classroom Model

Recent years have witnessed an increasing interest in the flipped classroom model which is featured by especial emphasis on students' engagement and experience, and many flipped programs have been funded and implemented to explore the effectiveness of this new model. However, previous studies centering on comparative assessment have indicated that it is not always entirely successful in terms of promoting students'performance and/or satisfaction, which warrants further research on the contributing factors and driving mechanism accounting for students' perceptions of flipped settings. The learners'satisfaction model warrants keen interest in this new and exciting research field, because learners'perceived satisfaction has been proven to be a vital predictor of learning outcomes and behavioral intention to continue learning. It is thus not only an vital research topic to explore the the teaching strategy to improve learners'satisfaction and outcomes, but also a urgent challenge put in front of educational practitioners and researchers.A total of 178 undergraduates participated in the Flipped English as Foreign Language (EFL) sample class. The current FCM teaching experiment was carried out from September 2013 to June 2014. The FCM learning platform designed based on Discuz system consisted of two basic learning functions:video platform and discussion platform. The longitudinal survey methodology was used for collecting data. The measurements of Prior Learning Experience and demographic information were collected and coded before the beginning of the class; after the 32-week (2 semesters) FCM sample course, the participants were asked to complete the rest of the questionnaires and totally 146 valid questionnaires were utilizable. The SPSS 18.0 was used to examine the reliability and validity, while SEM instruments including SMARTPLS and AMOS were adopted to conduct the path analysis.The research mainly includes three sub-studies. The first is building the satisfaction model on the basis of ACSI,which is early employed in the field of commercial service. As education tend to be defined as a kind of service rather than a just knowledge output model, ACSI is prevailing in the higher-education domain, and its functions as a significant reference standard to assessment and supervision of education quality, this study combined and integrated the core concept and schema from ACSI model and some kernel variables of Technology Acceptance Model into the theoretical model considering the some technologies elements are included in flipped classroom (FCM)— online class, interactive platform and so on. The research showed that there are three significant factors play a large role in learners' satisfaction — their Expectation, Perceived Quality and Perceived Value. The result of the structural equation model indicated that. Expectation is a directly positive effect, furthermore. Perceived Value is a vital mediator in the relationship between the other factors.Secondly, based on experiential learning theory, the research explores the influence mechanism of Personal Learning Climate and Prior Learning Experience on the satisfaction of learners. The core concept of flipped course lies in encouraging learners to participate in teaching activities actively, which perfectly accord with the relevant content of the experiential learning theory. In the light of the findings, the previous learning experience and individualized learning atmosphere are substantial antecedents for predicting students'perception of flipped courses. Additionally, Personalized Learning Climate can't directly predict students'perceived value, between which perceived quality serves as complete mediation.Thirdly, the research investigates the learners'activity on their satisfaction. Different from traditional instructional models, flipped course highlights students' principal position, emphasizing the significance of personalized course arrangement, students'initiative and engagement instead of receiving messages passively. It is precisely because the above specificity of flipped course and the demand of full consideration of the personal attribute of learners and the design of flipped course when explore how to enhance learners'satisfaction which is vital for us to probe mattering factors and mechanism that influence learners'satisfaction towards flipped course from the perspective of students'experience. The conclusion indicates that learners'activity positively regulates the relationship of perceived quality and value, which means when learners are more active,positive correlation between perceived quality and value is stronger. Nevertheless, the moderating role of learners'activity it plays between perceived value and learners'satisfaction is not established.The main theoretical contributions of this study are as follows. It enriches related studies of FCM. Three sub-studies were conducted in this research. Firstly, it develops associated studies of satisfactory theory. Combing satisfactory theory and Technology Acceptance Model, this study builds up a students'satisfactory model in the context of flipped class, which can provide a step forward to a better understanding of customers' satisfactory model. Secondly, it expands related studies of experiential learning theory related. This study explores how PLC, PLE and initiatives are related to students' satisfactory through embodying experiential learning model into FCM. Finally, it develops related studies of learners' activity. In this study, we introduced activity into flipped class as well as exploring the relationship between them when considered as a perceived value to students' satisfactory.Moreover, the findings raise important implications for FCM teaching and learning. First of all, learning effectiveness should be payed special attention to for it is of vital significance in FCM. Given perceived value is considered as a complete mediator, intelligent techniques such as intelligent agent could be utilized in Internet flipped class. Besides, learners' previous learning experience and personalized learning climate has close relationship to students' satisfactory. Therefore, learners' individual difference should be taken into consideration when conducting FCM. For instance, it can be adaptive for meeting the needs of students with different levels of maturation or preference for blended learning methods. Finally, instructors should raise students' initiatives and engagement. For example, encouraging students to communicate with others.