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ABSTRACT

This study investigated flipped learners’ perceptions, perceived usefulness, intention to register for flipped learning classes, and learning engagement using cluster analysis with a sample of 306 undergraduate students in flipped classes. The students were classified into five clusters based on their level of social influence and cognitive instrumental processes using the technology acceptance model 2. There were significant differences among the five clusters in perceived usefulness, intention to register for flipped learning classes, and learning engagement. The perception of and preference for flipped learning also varied by cluster. The flipped learning feature that most participants commented on was online pre-learning sessions. The advantages of flipped learning that have to do with online pre-learning sessions include facilitating understanding of lectures, providing review opportunities for learning, flexible learning time, and individualized learning. These advantages indicate that providing students with instructionally sound pre-learning sessions leads to successful flipped learning. The research findings also suggest that flipped class instructors and school administrators utilize cluster analysis with meaningful variables to provide students with effective and tailored learning support.

Keywords: flipped learning, perceptions of flipped learning, perceived usefulness, learning engagement, registration intention, cluster analysis