56% reported they could retain what they learned, 52% said they wanted flipped classrooms in their other courses, and 52% said they would recommend flipped courses to their friends. 

Michigan State University

•Online component

•In-class component

•Problem solving

•Overall course satisfaction


Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process: Research Question 1 Results 

Karabulut-Ilgu, A., Yao, S., Savolainen, P., & Jahren, C. (2018). Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process. Journal of Educational Computing Research, 56(4), 513–537. https://doi.org/10.1177/0735633117715033



Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process

When it came to the online component of the class, 96% of the students enjoyed the flexibility, 100% enjoyed the pacing, and 86% reported increased understanding. 76% of the students agreed that the quizzes supported their understanding in the survey, but during interviews, students said the quizzes caused stress due to its time limit and recommended that the time limit be removed. 75% of students agreed that the online lectures prepared them for in-class activities.

Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process: Research Question 1 Results - Online Component

62% of students agreed that they had enough in class time to interact with their instructor, but interviews revealed that some students felt the instructor was not able to provide help at all times because other groups needed help simultaneously. 70% of students reported that they had time to interact with peers in class, and 84% enjoyed working in teams.  68% reported team collaborations enhanced their understanding, 60% said team collaborations motivated them to work harder, and 64% said team collaborations improved their problem-solving abilities. However, in interviews, students mentioned that they missed working individually on a problem to fully understand it.

Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process: Research Question 1 Results – In Class Component

When it came to problem solving, 72% agreed that their assignments could be applied to future professions. While 58% said solving problems in class was more beneficial than typical lectures, 38% were neutral, and 14% disagreed. In the interviews, students explained the class time didn’t always allow assignments to be fully completed, and it often became homework.

Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process: Research Question 1 Results – Problem Solving

Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process: Research Question 1 Results – Overall Course Satisfaction

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