Flipped learning, flipped satisfaction, getting the balance right

Rosemary Fisher, Bella Ross, Richard LaFerriere, Alex Maritz

Research output: Contribution to journalArticleResearchpeer-review


This paper explores students’ perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and reported increased engagement, satisfaction, and learning outcomes as a result of both the flipped classroom
approach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of the approach, thereby maximising student engagement and satisfaction earlier in the semester.
Original languageEnglish
Pages (from-to)114-127
Number of pages14
JournalTeaching & Learning Inquiry
Issue number2
Publication statusPublished - 2017


  • Flipped learning
  • Learning outcomes
  • Student engagement
  • student satisfaction
  • Blended learning

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